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All Journal Edumatsains JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of Mathematics Instruction, Social Research and Opinion
Asya Khaula Aziza
Universitas Singaperbangsa Karawang
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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Teachers’ Roles in Designing and Implementing Numeracy-Oriented Instruction in Junior High School Mathematics: A Multiple Case Study Rafiq Zulkarnaen; Asya Khaula Aziza
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1204

Abstract

This study investigates the role of mathematics teachers in junior high schools in promoting students' numeracy through the design and delivery of classroom instruction. The qualitative multiple-case study design was used to gather information on ten mathematics teachers, selected through purposive sampling based on teaching experience and willingness to participate, in the form of lesson plans, observations in classrooms, semi-structured interviews, and analysis of students’ work, which were analyzed using a numeracy framework consisting of representation, conceptual understanding, procedural fluency, and reasoning, guiding thematic content analysis and cross-case comparison. The results show that educators have progressively incorporated real-life contexts and diagnostic tests in their instructional planning. Nevertheless, the combination of the various representations and the systematic development of mathematical reasoning is underdeveloped. These trends indicate that the primary problem with numeracy learning is not the accessibility of numeracy-related tasks, but rather the representation, reasoning, and coherence of instructional design. Based on this, the research indicates the need for professional development initiatives that specifically assist teachers in crafting exploratory, discourse-based numeracy assignments that are consonant with Minimum Competency Assessment (AKM) requirements and classroom contexts.
Analysis of the relationship between academic report scores and academic ability tests in university entrance selection in Indonesia R. Bambang Aryan Soekisno; Asya Khaula Aziza
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 5 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i5.33625

Abstract

This study examines the relationship between five-semester Academic Report Scores and Academic Ability Test (TKA) scores and identifies assessment divergence in the 2026 SNBP selection. A correlational design was employed using secondary data from 124 students from three public senior high schools who were admitted to state universities through SNBP. Data were analyzed using Pearson correlation, quartile analysis, and identification of overestimated and underestimated patterns. The findings revealed a weak but statistically significant positive relationship between academic report scores and TKA scores (r = 0.249; p = 0.005), with approximately 6% shared variance. For Mathematics, the relationship was moderate (r = 0.542; p = 0.005). Quartile analysis showed only 37.9% agreement between the two measures, alongside discrepancies in the estimates of student performance based on report scores. These findings indicate a divergence between school-based assessment and standardized assessment. Therefore, academic report card grades should not be regarded as indicators that can be used interchangeably with standardized academic achievement; rather, they should be integrated to enhance the validity and fairness of the admissions process
Validity and Reliability of the Mathematics Academic Self-Concept (MASC) Scale Through Confirmatory Factor Analysis (CFA) Elna Mar'atussholihah; Asya Khaula Aziza; Rafiq Zulkarnaen
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8183

Abstract

This study aims to adapt and examine the validity and reliability of the Academic Self-Concept instrument originally developed by Liu and Wang (2005) within the context of mathematics, resulting in the development of the Mathematics Academic Self-Concept (MASC) scale. The instrument consists of 20 items encompassing two main dimensions, namely Mathematics Academic Confidence and Mathematics Academic Effort. A total of 252 senior high school students participated as respondents. The analyses employed in this study included Item Fit Analysis, Confirmatory Factor Analysis (CFA), and reliability testing. The item fit results indicate that all items contribute significantly to the construct, with estimation values ranging from 0.299 to 0.616, thereby confirming that all items are suitable for retention. The KMO value of 0.818 and a significant Bartlett’s test (p < 0.001) further demonstrate the adequacy of the data for factor analysis. Although certain model fit indices, such as GFI (0.935), suggest good model fit, the RMSEA (0.154) and CFI (0.852) values indicate that model refinement is still required. The factor loadings for all items fall within moderate to high ranges, supporting adequate construct validity. Reliability testing yielded α = 0.778 for the confidence subscale, α = 0.756 for the effort subscale, and an overall reliability of α = 0.853, indicating strong internal consistency. Therefore, the MASC instrument is deemed valid and reliable for measuring mathematics academic self-concept, although further model adjustments are needed to achieve optimal fit.
Co-Authors Elna Mar&#039;atussholihah R. Bambang Aryan Soekisno Rafiq Zulkarnaen