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All Journal Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan MIPA
Harun, Jamilah
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Religion Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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How Do Pre-Service Language Teachers Perform in Mathematical Literacy? A Study at the Tertiary Level Akmal, Nurul; Marhami, Marhami; Idris, Khairiani; Harun, Jamilah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16424

Abstract

Mathematical literacy is increasingly recognized as a critical competency for all university students, including those in non-STEM disciplines. However, language education students are often overlooked in discussions surrounding mathematical reasoning. This study examines the mathematical literacy performance of tertiary-level students enrolled in Arabic, Indonesian, and English language education programs. Using a quantitative descriptive design, data were collected from 91 students through assessments covering linear equations, inequalities, graphing functions, and quadratic equations. The study employed one-way ANOVA and Kruskal–Wallis tests to analyze differences in performance. While overall scores did not differ significantly across majors, notable differences were observed in component-level indicators, particularly in Employ and Interpret processes. Indonesian Language Education students demonstrated stronger skills in problem formulation and procedural application, while Arabic Language Education students excelled in interpreting mathematical results. In contrast, English Language Education students showed high procedural ability but struggled with interpretation. These findings highlight uneven cognitive development in mathematical reasoning across programs and underscore the need for integrating numeracy into language education curricula. Recommendations include differentiated instructional strategies, cross-disciplinary teacher training, and policy support to promote holistic and interdisciplinary competencies among future educators.
Development of Statistical Literacy-Based e-Modules for Pre-service Teachers Learning Statistics Idris, Khairiani; Ramli, Mahdalena; Harun, Jamilah
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The concepts of statistics could be hard to understand by students without grasping the problem context. Using an easy-to-understand context or context that is close to the students in statistics learning materials could help students’ understanding of the statistical concept. This research and development study was conducted to develop an e-module based on statistical literacy for pre-service teachers learning statistics. The topics of e-module developed consisted of topics related to the introduction to statistics and data presentation while using some Islamic contexts and values that are close to the participants. The research was conducted in two stages: the developmental stage and the experimental stage. The developmental stage included problem analysis and literature studies, development of the initial e-module, validation and revision of the e-module. The experimental stage included testing the effectiveness of the e-module for 164 pre-service teachers from 7 study programs of IAIN Lhokseumawe, Aceh. The quantitative data from this experimental phase was analyzed using ANCOVA by controlling prior knowledge in statistics and digital literacy skills to evaluate the influence of the e-module on participants’ performance in statistics. The qualitative data of the interview transcripts was analyzed using content analysis. The statistical analysis results showed no significant difference in statistical performance between students using the e-module and students using conventional learning texts. However, from the interviews, we found that, in general, students acknowledged that the e-module used was interesting and that it facilitated their understanding of statistical concepts. However, they encountered obstacles when accessing the e-module due to the weak and unstable internet connection. Suggestions were provided for future research direction to ensure the effectiveness of using the developed e-module.         Keywords: e-module, islamic contexts, statistical literacy, statistical cognitions, pre-service teachers. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1080-1098
Analyzing numeracy skills of upper primary graders in real-world problem contexts Akmal, Nurul; Idris, Khairiani; Fauziana, Fauziana; Harun, Jamilah
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.108-123

Abstract

Numeracy skill is a critical skill for elementary school students, enabling them to apply mathematical concepts in everyday contexts and make informed decisions. This study investigates the numeracy skills of 55 fifth-grade students from Lhokseumawe City, Aceh Province. The students’ numeracy skills were measured across three key indicators: counting, numerical relations, and arithmetic operations. A descriptive quantitative approach was used to assess students' abilities. The results indicated that while students performed well in basic counting and arithmetic tasks, they struggled with tasks involving numerical relations and distinguishing quantities. The highest performance was observed in "counting an object verbally" (73%), while the lowest average score was in "distinguishing the quantity of an object" (41%). The study emphasizes the importance of integrating real-life scenarios into math instruction to improve numeracy skills. It also highlights the need for teacher training, scaffolded learning strategies, and the incorporation of higher-order thinking skills (HOTS) in the curriculum. The findings offer valuable insights for educators and policymakers aiming to enhance numeracy skills in elementary education, with implications for both academic performance and practical application.
Co-Authors Fauziana, Fauziana Idris, Khairiani Marhami, Marhami Nurul Akmal Ramli, Mahdalena