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All Journal Jurnal Penelitian dan Pengembangan Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika International Journal of Business, Law, and Education As-Sidanah : Jurnal Pengabdian Masyarakat JME (Journal of Mathematics Education) Global Journal of Mathematics Education Eduma : Mathematics Education Learning and Teaching
Akbar Nasrum
Universitas Sembilanbelas November Kolaka
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Instructional Models For Enhancing Students’ Mathematical Literacy in Secondary Education: A Systematic Literature Review akbar nasrum; Chairuddin Chairuddin
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Various instructional models have been developed to improve students' mathematical literacy; however, empirical evidence regarding their characteristics and effectiveness remains fragmented across the literature. This study aimed to identify, classify, and synthesize the instructional models used to enhance mathematical literacy among secondary school students. A systematic literature review (SLR) was conducted following the PRISMA 2020 guidelines. The literature search was performed in the Scopus and Education Resources Information Center (ERIC) databases and included peer-reviewed journal articles published between 2017 and 2026. Of the 95 records initially identified, 24 studies met the inclusion criteria and were included in the final synthesis. The findings indicate that the use of contextual, authentic, and culturally relevant problems is the most prominent characteristic of mathematics instruction for developing mathematical literacy. In addition, Problem-Based Learning (PBL), Project-Based Learning (PjBL), STEM/STEAM-based approaches, digital technology integration, and Realistic Mathematics Education (RME) were the instructional models most frequently implemented. Most studies reported improvements in students' mathematical literacy following the implementation of these models, particularly when instruction incorporated problem-solving, mathematical modeling, collaboration, reflection, and meaningful uses of technology. Nevertheless, the available evidence is largely concentrated in the Indonesian context and exhibits considerable methodological diversity. Future research should therefore examine the effectiveness of instructional models across more diverse educational contexts and investigate their long-term impact on the development of students' mathematical literacy.
Analyzing the Mathematical Thinking Flexibility of Pre-Service Mathematics Teachers in Solving Quadratic Inequalities Aloysius Joakim Fernandez; Akbar Nasrum
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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This study aimed to analyze the mathematical thinking flexibility of pre-service mathematics teachers in solving quadratic inequalities, identify the strategies they employed, and explore the factors contributing to the dominance of procedural approaches. The study adopted a mixed methods approach using an explanatory sequential design. The participants consisted of 22 undergraduate students enrolled in a Real Analysis course in a Mathematics Education program. Data were collected through a mathematical problem-solving test and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that all participants relied exclusively on the interval testing method to solve the given problems. No participants employed alternative strategies, such as factor sign analysis, graphical representation, completing the square, or function property analysis. Furthermore, all participants used only symbolic-algebraic representations and did not demonstrate key indicators of mathematical thinking flexibility, including the ability to generate multiple solution strategies, explain relationships among different strategies, and evaluate the effectiveness of the strategies used. Interview findings indicated that the predominance of procedural approaches was influenced by prior learning experiences, the belief that interval testing is the only correct method, and limited opportunities to explore diverse mathematical representations. These findings suggest that obtaining correct answers does not necessarily reflect an adequate level of mathematical thinking flexibility.
Conceptual Representation of the Homogeneity of Variance Test in Educational Statistics Textbooks and Its Potential to Cause Misconceptions Nanda Arista Rizki; akbar nasrum
Global Journal of Mathematics Education Vol. 1 No. 2 (2026): GJME (Jan - Jun)
Publisher : PT. Integrasi Sains Edukasi

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Textbooks play an important role in shaping students' understanding of statistical concepts. However, when conceptual representations emphasize procedural aspects rather than conceptual understanding, they may contribute to misconceptions. This study aims to analyze how the concept of the homogeneity of variance test is represented in educational statistics textbooks and to identify the potential misconceptions arising from these representations. The study employed a descriptive qualitative approach using document analysis. The data consisted of ten educational statistics and statistics-for-educational-research textbooks that are widely used in teacher education programs in Indonesia. Data were collected through document review and analyzed using qualitative content analysis, focusing on definitional, procedural, and conceptual representations, as well as potential misconceptions. The findings indicate that all textbooks present the F-test procedure by dividing the larger variance by the smaller variance. However, only a few textbooks explain the underlying concept of the F distribution, the rationale for placing the larger variance in the numerator, and the relationship between the F distribution and statistical decision-making. The dominance of procedural representations may lead students to the misconception that the larger variance must always be placed in the numerator and that the F statistic can never be less than one. These findings suggest that the current representation of the homogeneity of variance test in educational statistics textbooks does not adequately support the development of students' conceptual understanding. Therefore, a more balanced presentation integrating both procedural and conceptual aspects is needed to minimize potential misconceptions in statistics education.
Co-Authors Ade Riska Sanjani Afdalianna Abdullah Agus Nasir, Agus ALOYSIUS JOAKIM FERNANDEZ Andi Tenri Sumpala Andi Tenri Sumpala, Andi Tenri Chairuddin Chairuddin Dian Ulfa Sari Farman, Farman Fitriyani Hali Haeniah, Nurul Halidin, Halidin Herlina Herlina Hidayati, Ully Jahring Made Subawo Made Subawo, Made MARNIATI Marniati Marniati Marniati Marniati, Marniati Nanda Arista Rizki Nasarudin Nasarudin Nurafni, A Dwi Salido, Achmad Sanjani, Ade Riska Sari, Dian Ulfa Sufri Mashuri