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All Journal Al-Jabar : Jurnal Pendidikan Matematika
Eka, Firmina
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Education Mathematics

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Design and validation of a PISA oriented instructional module for linear functions aligned with the merdeka curriculum Eka, Firmina; Suratman, Dede; Rifat, Mohammad; Siregar, Nurfadilah; Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29709

Abstract

Purpose: This study aims to design and validate a PISA-oriented instructional module for linear functions aligned with the Learning Outcomes of the Merdeka Curriculum. Method: This study employed a qualitative educational design research approach through document analysis and expert validation. The design process was based on an analysis of the Merdeka Curriculum Learning Outcomes (Phase D), the PISA 2022 Mathematics Framework, and relevant linear function materials. The instructional module was developed iteratively and validated in two cycles by two mathematics education lecturers and one junior high school mathematics teacher. Validation criteria covered content accuracy, pedagogical alignment, integration of PISA competencies, linguistic clarity, and instructional design quality. Findings: The needs analysis indicated that teachers did not yet possess structured PISA-based instructional modules. The first validation cycle highlighted the need to improve the clarity of learning objectives, interpretation-oriented tasks, activity differentiation, language consistency, and visual presentation. After systematic revisions, the second validation cycle confirmed that the module met feasibility standards across content, pedagogy, language, and instructional design aspects. Significance: This study provides a validated instructional module that bridges national curriculum demands and international mathematical literacy standards, offering a practical and theoretically grounded reference for integrating PISA-oriented learning into classroom instruction.
Developing arithmetical literacy: How important is mental activity in mathematics learning? Rif'at, Mohammad; Rahmawati, Puji; Peterianus, Septian; Permanda, Saul; Eka, Firmina
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 3 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i3.31707

Abstract

Purpose: This study examined the predictive roles of memory skill and memory effort in arithmetical literacy among mathematics education students and compared the statistical pattern across third- and fifth-semester groups. Method: A quantitative predictive correlational design was used with 300 students from five higher education institutions in West Borneo, Indonesia, including 150 third-semester and 150 fifth-semester students. Data were obtained from five structured arithmetic tasks and written explanations scored for memory skill, memory effort, and arithmetical literacy. Descriptive statistics, correlation analysis, and linear regression were used.Findings: The two-predictor regression model accounted for 10.9% of the variance in arithmetical literacy in the third-semester group and 20.2% in the fifth-semester group. Memory effort had the larger standardized coefficient in both groups (β = .221 and β = .431, respectively), whereas memory skill showed a positive coefficient in the third semester (β = .180) and a negative coefficient in the fifth semester (β = -.146). The simple regression for memory skill was significant in the third-semester group (p = .002) but not in the fifth-semester group (p = .117).Significance: Within the limits of a correlational design and task-specific scoring system, the findings suggest that arithmetical literacy is associated not only with the accuracy of arithmetic procedures but also with the mental work used to organize, represent, and explain numerical relations.
Co-Authors Dede Suratman Hamdani Nurfadilah Siregar Permanda, Saul Peterianus, Septian Rif'at, Mohammad Rifat, Mohammad