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All Journal International Journal of Evaluation and Research in Education (IJERE) AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Jose Bonatua Hasibuan
Universitas Pendidikan Indonesia
Education Mathematics

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Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement Jose Bonatua Hasibuan; Deni Darmawan; Suhendra Suhendra; Deni Kurniawan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39078

Abstract

Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.
STUDI MIXED METHODS CAPAIAN NUMERASI SISWA SEKOLAH MENENGAH BERDASARKAN DOMAIN, LEVEL, DAN JENIS SOAL Jose Bonatua Hasibuan; Deni Darmawan; Suhendra Suhendra; Deni Kurniawan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14490

Abstract

Kemampuan numerasi siswa sekolah menengah di Indonesia menunjukkan kesenjangan yang jelas antara penguasaan soal rutin dan kemampuan menalar, menafsirkan data, serta memahami konteks. Kondisi ini menuntut pemetaan yang lebih komprehensif untuk memahami variasi capaian numerasi berdasarkan domain, level kognitif, dan karakteristik asesmen. Penelitian ini bertujuan memetakan kompetensi numerasi siswa SMA dan SMK di Provinsi Riau serta mengidentifikasi faktor pembelajaran, strategi guru, dan karakteristik soal yang memengaruhi hasil tersebut. Metode yang digunakan adalah mixed methods dengan desain sekuensial eksplanatori, melibatkan tes kuantitatif pada 288 siswa dan wawancara mendalam dengan guru serta siswa dari dua sekolah berprestasi tinggi. Instrumen tes mencakup 30 soal numerasi yang merepresentasikan tiga domain (geometri & pengukuran, aljabar, data & ketidakpastian), tiga level kognitif (Knowing, Applying, Reasoning), dan enam jenis soal. Hasil penelitian menunjukkan pola capaian hierarkis yang menurun dari Knowing ke Reasoning dengan perbedaan signifikan antar domain dan jenis soal. Capaian terendah ditemukan pada domain data dan ketidakpastian serta soal uraian yang menuntut penalaran tingkat tinggi dan interpretasi teks panjang. Temuan kualitatif menegaskan bahwa kesulitan utama siswa berkaitan dengan beban kognitif saat membaca konteks, keterbatasan hubungan konseptual–prosedural, dan kurangnya pembelajaran berbasis situasi nyata. Penelitian ini menyimpulkan bahwa peningkatan numerasi memerlukan pendekatan pembelajaran yang mengintegrasikan literasi membaca, penalaran matematis, dan strategi pedagogis reflektif secara berkelanjutan.
Co-Authors Deni Darmawan Deni Kurniawan Suhendra, S