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All Journal Jurnal Riset Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Formatif : Jurnal Ilmiah Pendidikan MIPA
Siti Nurhidayati
Universitas Muhammadiyah Purworejo
Decision Sciences, Operations Research & Management Education Mathematics

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Analysis of Numeracy Skills in Solving Contextual Problems in Madrasah Aliyah Students Sugiman; Erni Puji Astuti; Siti Nurhidayati
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23039

Abstract

Perkembangan era digital dan tantangan global menuntut siswa memiliki kemampuan numerasi yang mencakup kemampuan memahami, menganalisis, dan menafsirkan informasi kuantitatif dalam konteks kehidupan nyata. Penelitian ini bertujuan untuk menganalisis kemampuan numerasi siswa Madrasah Aliyah dalam menyelesaikan soal kontekstual matematika. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui tes dengan soal kontekstual dan wawancara mendalam terhadap 6 siswa kelas XII MIPA yang  dipilih secara purposive dan snowball. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan numerasi tinggi mampu menganalisis informasi dan merepresentasikannya ke dalam gambar dan model matematika; menentukan dan menerapkan strategi untuk menyelesaikan masalah; serta menafsirkan dan mengevaluasi hasil penyelesaian ke dalam konteks masalah. Siswa dengan kemampuan numerasi sedang mampu menganalisis informasi; menentukan dan menerapkan strategi untuk menyelesaikan masalah; tetapi tidak mampu menafsirkan dan mengevaluasi hasil penyelesaian ke dalam konteks masalah. Siswa dengan kemampuan numerasi rendah tidak mampu menganalisis informasi dan merepresentasikannya ke dalam gambar dan model matematika; menentukan dan menerapkan strategi untuk menyelesaikan masalah; serta menafsirkan dan mengevaluasi hasil penyelesaian ke dalam konteks masalah. Oleh karena itu, guru perlu merancang pembelajaran matematika berbasis konteks dan menekankan penalaran matematis untuk menyelesaikan masalah dalam berbagai konteks kehidupan sehari-hari guna mengembangkan kemampuan numerasi siswa secara optimal.   The development of the digital era and global challenges requires students to have numeracy skills that include the ability to understand, analyze, and interpret quantitative information in real-life contexts. This study aims to analyze the numeracy skills of Madrasah Aliyah students in solving contextual mathematical problems. This study uses a descriptive qualitative approach. Data were obtained through tests with contextual questions and in-depth interviews with 6 purposively selected grade XII MIPA students, using snowball sampling. The results showed that the student with high numeracy skills can analyze information and represent it in images and mathematical models, determine and apply strategies to solve problems, and interpret and evaluate the solution in the context of the problem. The student with moderate numeracy skills can analyze information and determine and apply strategies to solve problems, but the student can’t interpret and evaluate the results of the solution in the context of the problem. The student with low numeracy skills can’t analyze information and represent it into images and mathematical models, determine and apply strategies to solve problems, and interpret and evaluate the results of the solution in the context of the problem. Therefore, teachers need to design context-based mathematics learning and emphasize mathematical reasoning to solve problems across various contexts of daily life to optimally develop students' numeracy skills.
Numeria: An RME-Based Interactive Multimedia Prototype to Improve the Numeracy Skills of Students with Dyscalculia Siti Nurhidayati; Riawan Yudi Purwoko; Puji Nugraheni
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.90593

Abstract

The numeracy skills of Indonesian students remain a major challenge, especially for dyscalculic students in learning mathematics. One of the contributing factors is the limited availability of inclusive learning media that provide interactive and contextual experiences, making it difficult to connect mathematical concepts with real-life situations. This study aims to conduct a needs analysis for the development of a learning medium called Numeria, an RME-based multimedia prototype designed to improve the numeracy skills of dyscalculic students in learning mathematics in elementary school. This study uses the ADDIE development method, focusing on the analysis and design stages. Data were collected through interviews, observations, and questionnaires involving 48 dyscalculic students in fifth grade at elementary schools in Central Java. Data analysis was conducted descriptively. The results of this study indicate that students with mathematical dyscalculia need interactive learning media that can present mathematical concepts more concretely and contextually. Teachers also expressed the need for innovative media that connect abstract mathematics with everyday contexts relevant to students' experiences. The integration of RME principles into multimedia is expected to increase motivation, engagement, and deeper understanding, thereby contributing to the improvement of dyscalculic students' numeracy skills. These findings provide a solid foundation for further design and development related to Numeria as an interactive and inclusive mathematics learning medium.
Impact of an Android-Based Numeria Application on Students’ Numeracy Skills in Inclusive Classrooms: A Quasi-Experimental Study Riawan Yudi Purwoko; Wahju Tjahyo Saputro; Jayanti Putri Purwaningrum; Siti Nurhidayati; Syaza Hazwani Zaini
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 2 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i2.3089

Abstract

Numeracy skills are essential in elementary education, yet many students still struggle, particularly in inclusive classrooms. This study addresses the limited empirical evidence regarding the effectiveness of mobile-based mathematics learning applications in supporting numeracy development in inclusive classrooms, particularly for students with tendencies toward dyscalculia. This study aims to examine the impact of the Android-based Numeria application, which integrates a Realistic Mathematics Education (RME) approach, on elementary students’ numeracy skills. A quasi-experimental pretest-posttest control group design was employed, involving 175 fourth-grade students from eight inclusive elementary schools in Central Java, Indonesia. Data were collected using a validated numeracy test and analyzed using normalized gain (N-gain), independent samples t-test, and Cohen’s d effect size. The results indicate that the experimental group demonstrated significantly greater improvement in numeracy skills compared to the control group (t = 2.20, p < 0.05), with a small-to-moderate effect size (d = 0.33). Students with tendencies toward dyscalculia also showed greater improvement in the experimental group; however, the difference was not statistically significant, indicating a meaningful practical effect. These findings suggest that integrating mobile learning technology with an RME-based contextual approach can support more adaptive and interactive mathematics learning in inclusive settings. This study contributes empirical evidence on the role of Android-based learning applications in supporting numeracy development among students with diverse learning characteristics.
Co-Authors Erni Puji Astuti Jayanti Putri Purwaningrum Puji Nugraheni Riawan Yudi Purwoko Sugiman Syaza Hazwani Zaini Wahju Tjahyo Saputro