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JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 244 Documents
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INVESTIGATING SOCIAL SCIENCE STUDENTS’ UNDERSTANDING OF LIMITS THROUGH THE LENS OF THE PROCEPT THEORY Moru, Eunice Kolitsoe; Essien, Anthony A
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.5900

Abstract

The idea of limit is central to both differential and integral calculus. It is also applicable in other disciplines such as physics, engineering, economics, etc.  Because of this, conducting a study to further improve teachers’ knowledge about how social science students (whose major is economics) understand limits is of utmost importance. The reported study sought to find out how students understand the idea of limit with regard to the use of its symbolism. Sixty first year university students in the social sciences acted as the sample of the study. An adapted procept theory was used to analyse data obtained from these students through their solution to tasks on limit and explanations on their thinking and solution processes. Qualitative analysis of data indicated that some students understood the limit symbolism  to be a procept while others did not. When solving the mathematical tasks, students’ difficulties emanated from: (i) their inability to coordinate the two processes,  and , or  and  (ii) the proper use of the limit operator,  and (iii) inability to realise that the simplification has led to the same response as they could not see the relationship between the results. This resulted in misalignment between their reasoning and their choice of answers where justification was required. The results also show that limits at infinity were more problematic than those of the form  as where a is a constant. Students’ choice of method used depended mostly on how much efficient the method was in terms of saving time and not really on promoting understanding. The lesson learnt from the study is that when using the adjusted procept theory, the yes or no answers do not qualify to be used in concluding the level of thinking at which students are at. It is recommended that students be asked to show their working and also explain their answers so that the type of understanding that leads to their choices come to fore
PENGEMBANGAN VIDEO PEMBELAJARAN SISTEM KOORDINAT DIMENSI TIGA PADA MATA KULIAH GEOMETRI ANALITIK RUANG [DEVELOPMENT OF A THREE-DIMENSIONAL COORDINATE SYSTEM LEARNING VIDEO FOR A SPATIAL ANALYTICAL GEOMETRY COURSE] Silitonga, R. H. Yanti; Molle, Juliana Selvina
JOHME: Journal of Holistic Mathematics Education Vol. 6 No. 2 (2022): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v6i2.5943

Abstract

Most students find it difficult to visualize in a three-dimensional coordinate system in a spatial analytic geometry course, so they need learning videos that can help them. The purpose of this study was to determine the results of an expert team's validation of a learning video about the three-dimensional coordinate system for a spatial analytic geometry course. In addition, this study also aimed to see the students' responses to the three-dimensional coordinate system learning video for the spatial analytic geometry course. This research used the ADDIE development research method (Analyze, Design, Develop, Implement, Evaluate). This research was conducted in the Mathematics Education Study Program at Pattimura University. The validation results of a team of 3 experts had an average score was 3.74. Based on the validation criteria, the expert team is in the very valid category. Furthermore, the total score obtained from the student response questionnaires is 1304 which is in the good category.  The recommendation from this research is that further research needs to be done to see whether the use of this learning video can improve students' mathematical problem solving abilities in a three-dimensional coordinate system.BAHASA INDONESIA ABSTRACT: Sebagian besar mahasiswa kesulitan melakukan visualisasi dalam sistem koordinat dimensi tiga pada mata kuliah geometri analitik ruang sehingga membutuhkan video pembelajaran yang dapat membantu mahasiswa dalam melakukan visualisasi. Tujuan dari penelitian ini untuk mengetahui hasil validasi tim ahli terhadap video pembelajaran sistem koordinat dimensi tiga pada mata kuliah geometri analitik ruang. Selain itu, penelitian ini juga bertujuan untuk melihat respon mahasiswa terhadap video pembelajaran sistem koordinat dimensi tiga pada mata kuliah geometri analitik ruang. Penelitian ini menggunakan metode penelitian pengembangan dengan model pengembangan ADDIE (Analyze, Design, Develop, Implement, Evaluate). Penelitian ini dilaksanakan di Prodi Pendidikan Matematika Universitas Pattimura. Hasil validasi tim ahli yang berjumlah 3 orang diperoleh jumlah skor rata-rata mencapai 3,74. Berdasarkan kriteria kevalidan validasi tim ahli termasuk kategori sangat valid. Selanjutnya, diperoleh jumlah skor total hasil dari angket respon mahasiswa adalah 1304 berada pada kategori baik. Rekomendasi dari penelitian ini adalah perlu dilakukan penelitian lanjutan untuk melihat apakah penggunaan video pembelajaran ini dapat meningkatkan kemampuan pemecahan masalah matematis mahasiswa pada sistem koordinat dimensi tiga.
PRE-SERVICE TEACHERS' PERCEPTION OF THE USE OF GEOGEBRA IN TEACHING AND LEARNING GEOMETRY IN THE COLLEGES OF EDUCATION, GHANA Zutaah, Puotier; Ondigi, Samson Rosana; Miheso-O'Connor, Marguerite Khakasa
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6124

Abstract

The introduction of technology has given opportunities and made it easy for educators to utilize it in various ways, including in the field of education, as an instrument to support the teaching and learning of mathematics. GeoGebra is one of the mathematical software programs that can be effectively used in delivering mathematics lessons. GeoGebra is computer software that supports the teaching and learning of mathematics subjects, especially algebra, calculus, geometry, probability, and statistics. The objectives of this systematic analysis were to investigate pre-service teachers' perceptions and benefits of using GeoGebra to teach geometry. This study used a quantitative research design to review published articles from 2011 to 2021 related to the research objectives. This investigation purposefully sampled 17 published articles out of the over 200 articles found. The study used Google scholar, Google, and Sci Direct as the search engines to gather data using the keywords. The selected articles were validated using content analysis. This investigation selected the 17 articles for data analysis based on the research design, location, area of research, research focus and the type of technology applied. The findings of this study disclosed that pre-service teachers had the following perceptions regarding learning geometry with GeoGebra: GeoGebra enhances the teaching and learning of geometry, it helps learners to have positive perceptions concerning GeoGebra integration, GeoGebra improves learners' interest, motivation, and willingness to learn geometry. Also, it motivates learners to interact among themselves. Nevertheless, some benefits were identified as follows: GeoGebra increases students’ academic performance, develops learners' confidence in learning geometry, makes the learning of mathematics enjoyable, and helps learners to conceptualize abstract concepts in mathematics. Based on the findings of this study, it is concluded that GeoGebra is effective for teaching and learning geometry. This study recommends that mathematics educators should embrace GeoGebra software in the teaching and learning of geometry at the college level of education. Additionally, the Ministry of Education should enforce the integration of GeoGebra in the delivery of mathematics lessons. 
THE IMPLEMENTATION OF PROJECT-BASED LEARNING MINI-RESEARCH TASKS ON STUDENTS' LEARNING OUTCOMES DURING THE PANDEMIC Listiani, Tanti; Dirgantoro, Kurnia
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6137

Abstract

Statistics for Research Education is an important course for students in the Faculty of Education. Serious problems are experienced by students learning statistics, one of them is because the learning outcomes are not optimal. To overcome this problem, a lecturer can provide mini-research tasks. Mini-research is one form of assignment from project-based learning. This research was descriptive qualitative research. The subjects in this study were students from Cohort 2019 who took Educational Research Statistics courses. Learning activities and mini-research assignments are handled fully online. By giving students a mini-research assignment, students can be encouraged to learn statistical theories and concepts. Through mini-research tasks, students can increasingly see the big picture and interrelationships between topics in this course. The positive responses can be seen from students’ reflections and results of the review given to the paper. The use of project-based learning with a mini-research task is an interesting idea and suitable for students. In addition to better student learning outcomes, students also become more conscious of the problems around them. Prospective teachers can learn to make research an upcoming provision when they enter the field of teaching.
USING THE REACT LEARNING MODEL TO REDUCE STUDENT ANXIETY IN LEARNING MATHEMATICS Sitorus, Martina Srimega; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6216

Abstract

Mathematical anxiety is an emotional response to the entire mathematical activity that affects students' mathematical to psychological abilities. This anxiety is influenced by various factors, such as negative perspectives on mathematics, experiences of failing in learning mathematics, and others. Research data at one Christian High School in Tangerang shows that class X social studies students experience mathematical anxiety where students have difficulty concentrating, are restless, unconfident, and have headaches when learning mathematics. Anxiety affects students' self-confidence and makes the learning process not optimal, so it needs to be reduced. The selection of the REACT model as a solution to this problem leads to varied, contextual, and collaborative learning. The purpose of this writing is to find out the application of the REACT model in reducing the mathematical anxiety of X social studies students. The method used in the research is descriptive qualitative, where data is collected through questionnaires. The results show that the REACT model stages, namely relating, experiencing, applying, cooperating, and transferring, succeeded in reducing the anxiety of class X social studies students towards learning mathematics. During the application of the model, students are seen concentrating while studying, having confidence, daring to ask questions, and others. Applying the REACT model can be a solution for teachers to manage mathematical anxiety while leading students to realize their identity as imago dei who have been reconciled to God in Jesus Christ. Students are endowed with a Divine capacity to do God's work. Reflecting on the implementation of the REACT model, the author suggests recognizing the characteristics of each student the characteristics and collaborating the REACT model with other learning resources.
PENERAPAN METODE BERCERITA BAGI KEMAMPUAN NUMERASI SISWA USIA DINI DALAM PEMBELAJARAN TEMATIK [APPLICATION OF THE STORY METHOD FOR EARLY STUDENT NUMERATION ABILITY IN THEMATIC LEARNING] Sarwuna, Yostinawely; Ani, Yubali; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6468

Abstract

Based on the results of observations made at a Christian Kindergarten in Tangerang, it was found that there was an unevenness in the numeracy abilities of early-age students. Some students already have the ability to count numbers 1 and 3, but some others do not. Therefore, it is necessary to introduce numeracy skills by the teacher so that students have an even numeracy ability. The purpose of writing this scientific work is to describe the application of the storytelling method to the numeracy skills of early-age students in thematic learning. The research method used is descriptive qualitative research method. Based on the results of the discussion, it was found that the application of the storytelling method was carried out in six stage’s that were closely related to the introduction of numeracy skills, namely making preparations before learning, checking readiness and providing motivation to students, actively involving students, telling stories with attention to language, developing, and checking student understanding.  Through the application of the six stages of the storytelling method in thematic learning it can help teachers to assess and confirm the level of numeracy abilities of early age students. The next suggestion is to pay attention to various indicators of numeracy skills that have not been studied and to pay attention to the time allocation in teaching so that the effectiveness of the six stages of the storytelling method can be assessed.BAHASA INDONESIA ABSTRACT: Berdasarkan hasil observasi yang dilakukan pada salah satu Taman Kanak-kanak Kristen di Tangerang ditemukan ketidakrataan kemampuan numerasi siswa usia dini. Beberapa siswa telah memiliki kemampuan membilang bilangan 1 dan 3 namun beberapa lainnya belum. Oleh sebab itu, diperlukan pengenalan kemampuan numerasi oleh guru agar siswa memiliki kemampuan numerasi yang merata. Tujuan penulisan karya ilmiah ini adalah memaparkan penerapan metode bercerita bagi kemampuan numerasi siswa usia dini dalam pembelajaran tematik. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Berdasarkan pemaparan hasil pembahasan ditemukan penerapan metode bercerita dilakukan dalam enam tahapan yang berkaitan erat dengan pengenalan kemampuan numerasi yaitu melakukan persiapan sebelum pembelajaran, mengecek kesiapan dan memberikan motivasi kepada siswa, melibatkan siswa secara aktif, bercerita dengan memperhatikan bahasa, melakukan pengembangan, dan mengecek pemahaman siswa. Melalui penerapan keenam tahapan metode bercerita dalam pembelajaran tematik dapat membantu guru untuk menilai serta mengkonfirmasi tingkatan kemampuan numerasi siswa usia dini.  Adapun saran selanjutnya adalah memperhatikan berbagai indikator kemampuan numerasi yang belum dikaji serta memerhatikan alokasi waktu dalam melakukan pengajaran sehingga keenam tahapan metode bercerita dapat dinilai keefektifannya.
ANALISIS BERPIKIR KRITIS MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH KONTROVERSIAL [THE ANALYSIS OF STUDENTS’ MATHEMATICAL CRITICAL THINKING FOR SOLVING CONTROVERSIAL ISSUES] Suryawan, I Putu Pasek; Ratnaya, I Gede
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6523

Abstract

This research is a descriptive study using a qualitative approach with the aim of analyzing students' critical thinking skills in solving controversial mathematics problems using six indicators of IDEALS critical thinking. The research subjects in this study were 3 students of class X MIPA 1 SMA N 1 Singaraja who were obtained through a purposive sampling method. The research instruments this time were researchers, student worksheets, student test results, and interview results. Miles and Huberman's model is used in analyzing research data, through the process of data reduction, data presentation, and ending with drawing conclusions based on the data obtained. The results of the research and interviews show that students' critical thinking skills solve controversial mathematics problems with six indicators of IDEALS critical thinking, namely: (1) identify, it is found that the three subjects are able to identify the main problem and identify solutions to problems given that do not make sense, (2 ) define, it was found that the three subjects could define what was known and what was asked in the mathematical problem, but only by re-copying the questions, (3) enumerate, it was found that the three subjects only found one problem solving strategy that made sense, (4) analyze , each of the three subjects only used one problem-solving strategy for analysis, (5) list, it was found that the three subjects were able to state reasons for using the problem-solving strategy they used respectively, and (6) self-correct, it was obtained that the three subjects have re-checked the delivery strategy problem solutions that they use.BAHASA INDONESIA ABSTRACT: Penelitian ini merupakan penelitian deskriptif menggunakan pendekatan kualitatif dengan tujuan menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan masalah kontroversial matematika menggunakan enam indikator berpikir kritis IDEALS. Subjek penelitian dalam penelitian ini yaitu 3 orang siswa kelas X MIPA 1 SMA N 1 Singaraja yang didapatkan melalui metode purposive sampling. Dengan instrumen penelitian kali ini yaitu peneliti, lembar kerja siswa, hasil tes siswa, dan hasil wawancara. Model Miles dan Huberman digunakan dalam menganalisis data penelitian, melalui proses reduksi data, penyajian data, serta diakhiri dengan penarikan kesimpulan berdasarkan data yang diperoleh. Adapun hasil penelitian serta wawancara menunjukkan bahwa kemampuan berpikir kritis siswa menyelesaikan masalah kontroversial matematika dengan enam indikator berpikir kritis IDEALS, yaitu: (1) identify, diperoleh bahwa ketiga subjek mampu mengidentifikasi pokok permasalahan dan mengidentifikasi solusi dari masalah yang diberikan tidak masuk akal, (2) define, diperoleh bahwa ketiga subjek dapat mendefinisikan terkait yang diketahui serta apa yang ditanyakan pada persoalan matematika, tetapi hanya dengan menyalin ulang soal, (3) enumerate, diperoleh bahwa ketiga subjek hanya menemukan satu strategi penyelesaian masalah yang masuk akal, (4) analyze, masing-masing dari ketiga subjek hanya menggunakan satu strategi penyelesaian masalah tersebut untuk dianalisis, (5) list, diperoleh bahwa ketiga subjek mampu menyebutkan alasan menggunakan strategi penyelesaian masalah yang mereka gunakan masing-masing, dan (6) self-correct, diperoleh bahwa ketiga subjek sudah mengecek kembali strategi penyelesaian masalah yang masing-masing mereka gunakan.
RESEARCH ON STUDENTS' MATHEMATICAL ABILITY IN LEARNING MATHEMATICS IN THE LAST DECADE: A BIBLIOMETRIC REVIEW Muhammad, Ilham; Angraini, Lilis Marina
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6867

Abstract

Mathematical ability is a cognitive ability that needs to be developed in every student because the mathematical ability is closely related to solving problems that involve the relationship of numerical symbols with students' cognitive activities. This study aims to look at the description of previous research related to mathematical abilities in learning mathematics in the last decade using bibliometric analysis methods. The data taken from the Scopus database was refined so that it became 157 publications. The United States of America is the most influential country and has high cooperation with other countries in this field. The focus of this research is: 1) ICT, Augmented reality, Computational thinking, and university; 2) mathematical problems, pre-service teachers, and higher education: 3) mathematics abilities, mathematics literacy, and outcomes; 4) high mathematical ability, technology and critical thinking ability. The results of this study can be used as a reference for future researchers
PENGEMBANGAN “FUNCTION MOBILE: FRACTION SERIES” UNTUK PENGENALAN KONSEP BILANGAN PECAHAN [DEVELOPMENT OF “FUNCTION MOBILE: FRACTION SERIES” FOR INTRODUCTION TO FRACTIONAL NUMBER CONCEPTS] Elvaretta, Nathania Dea; Setyadi, Danang
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10172

Abstract

Students' low understanding of the concept of fractions is often caused by the abstract nature of the material and the use of conventional learning media that are less interesting. The development of learning media nowadays needs to be adjusted to the ability of students who are capable of using smartphones as learning tools. Therefore, the purpose of this research is to create Android-based math learning media that can help third-grade elementary school students in recognising fractions. This learning media is in the form of an Android game named "Function Mobile: Fraction Series." The main focus of this game is to recognise and visualise fractions that match the questions at each level. The type of research used is Research and Development, by implementing the ADDIE model in all stages of media creation. The ADDIE development process includes product analysis (needs analysis and performance analysis), learning media design, media development, implementation of development results, and evaluation through product trials. The results of this study indicate that the game Function Mobile: Fraction Series is very feasible to use as learning media. This can be seen from the average percentage of validity of 96% very valid criteria and the average percentage of practicality obtained of 97% with very practical criteria. Thus, the game Function Mobile: Fraction Series is valid and practical to use as an alternative learning media. BAHASA INDONESIA ABSTRACT: Rendahnya pemahaman siswa terhadap konsep bilangan pecahan seringkali disebabkan oleh sifat materi yang abstrak dan penggunaan media pembelajaran konvensional yang kurang menarik. Pengembangan media pembelajaran saat ini perlu disesuaikan dengan kemampuan siswa yang telah cakap menggunakan smartphone sebagai alat pembelajaran. Media pembelajaran ini berbentuk game android yang diberi nama "Function Mobile: Fraction Series." Fokus utama permainan ini adalah mengenal dan memvisualisasikan pecahan yang sesuai dengan pertanyaan pada setiap levelnya. Oleh karena itu, tujuan dari penelitian ini adalah menciptakan media pembelajaran matematika berbasis android yang dapat membantu siswa kelas III SD dalam mengenal bilangan pecahan. Jenis penelitian yang digunakan adalah Research and Development, dengan mengimplementasikan model ADDIE dalam seluruh tahap pembuatan media. Proses pengembangan ADDIE mencakup analisis produk (analisis kebutuhan dan analisis kinerja), perancangan media pembelajaran, pengembangan media, implementasi hasil pengembangan, dan evaluasi melalui uji coba produk. Hasil dari penelitian ini menunjukkan bahwa game Function Mobile: Fraction Series sangat layak untuk digunakan sebagai media pembelajaran. Hal ini dapat dilihat dari rata-rata persentase kevalidan sebesar 96% kriteria sangat valid dan rata-rata persentase kepraktisan yang diperoleh sebesar 97% dengan kriteria sangat praktis. Dengan demikian game Function Mobile: Fraction Series valid dan praktis digunakan sebagai alternatif media pembelajaran.
ANALISIS DAMPAK KURIKULUM MERDEKA TERHADAP KEMAMPUAN LITERASI MATEMATIKA PESERTA DIDIK DI MTS MAZRO’ATUL HUDA WONORENGGO DEMAK [ANALYSIS OF THE IMPACT OF THE INDEPENDENT CURRICULUM ON STUDENTS’ MATHEMATICAL LITERACY ABILITIES AT MTS MAZRO'ATUL HUDA WONORENGGO DEMAK] Pertiwi, Rini Wahyuning; Mustofa
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10212

Abstract

International assessments such as PISA indicate that Indonesian students’ mathematical literacy remains below the global average. This situation is one of the factors underlying the introduction of the Independent Curriculum, which aims to enhance the quality of education, particularly in the domain of mathematical literacy. As the improvement of mathematical literacy has become a central focus of this new curriculum, it is essential to evaluate the extent to which its implementation affects students’ literacy outcomes. This study aims to examine the impact of the Independent Curriculum on the mathematical literacy abilities of students at MTs Mazro’atul Huda Wonorenggo. The research employs a qualitative method with a field research design using a case study approach. Three participant groups were involved: the principal of MTs Mazro’atul Huda Wonorenggo, the eighth-grade mathematics teacher, and 30 eighth-grade students. Data were collected through interviews, observations, and documentation. The findings reveal that the implementation of the Independent Curriculum has not significantly improved students’ mathematical literacy abilities. The average score on the mathematical literacy test was 65.833, placing students in the low category. Similarly, the 2023 ANBK results show that only 40–70% of students achieved the minimum numeracy competency, with no substantial improvement from the previous year. Although the curriculum has been implemented reasonably well, further support is needed—particularly in the form of teacher training, more diverse learning media, and more targeted policy measures—to achieve meaningful improvement in students’ mathematical literacy. BAHASA INDONESIA ABSTRACT: Hasil studi internasional seperti PISA menunjukkan bahwa kemampuan literasi matematika peserta didik di Indonesia masih berada di bawah rata-rata global. Kondisi ini menjadi salah satu latar belakang lahirnya kebijakan kurikulum merdeka yang bertujuan untuk meningkatkan kualitas pendidikan, khususnya dalam aspek literasi matematika. Peningkatan kemampuan literasi matematika menjadi fokus utama dalam pelaksanaan kurikulum baru ini sehingga penting untuk mengevaluasi sejauh mana dampak kurikulum merdeka terhadap kemampuan literasi matematika peserta didik. Penelitian ini bertujuan untuk menganalisis dampak implementasi kurikulum merdeka terhadap kemampuan literasi matematika peserta didik di MTs Mazro’atul Huda Wonorenggo. Penelitian ini menggunakan metode penelitian kualitatif dengan desain penelitian lapangan melalui studi kasus. Tiga kelompok partisipan dilibatkan dalam penelitian ini, yaitu Kepala MTs Mazro’atul Huda Wonorenggo, guru matematika kelas VIII, dan 30 peserta didik kelas VIII. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa implementasi kurikulum merdeka belum memberikan kontribusi nyata dalam meningkatkan kemampuan literasi matematika peserta didik. Nilai rata-rata dari hasil tes kemampuan literasi matematika menunjukkan angka 65,833 yang mengindikasikan bahwa kemampuan literasi matematika mereka berada pada kategori rendah. Data ANBK tahun 2023 juga mengindikasikan bahwa hanya 40–70% peserta didik yang telah mencapai kompetensi numerasi minimum, dengan peningkatan skor yang tidak signifikan dibandingkan tahun sebelumnya. Meski pelaksanaan kurikulum telah berjalan cukup baik, masih dibutuhkan dukungan lebih lanjut berupa pelatihan guru, penyediaan media pembelajaran yang lebih beragam, serta kebijakan yang lebih spesifik agar peningkatan kemampuan literasi matematika dapat tercapai secara optimal.

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