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INDONESIA
Indonesian Journal of Science and Mathematics Education
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : -     EISSN : 26158639     DOI : -
Core Subject : Education,
Education Mathematics
Indonesian Journal of Science and Mathematics Education is a journal which is managed by Research and Scientific Publication Unit collaborate with Physics Education Department of UIN Raden Intan Lampung. Indonesian Journal of Science and Mathematics Education is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of research in the field of science and mathematics education, include: development of instruments of evaluation science and mathematics, development of instructional media science and mathematics, and the development of learning model of science and mathematics. First published in 2018 and regularly published three (3) times a year, in March, July and November.
Arjuna Subject : -
Articles 341 Documents
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A digital mathematical storytelling framework for supporting students' mathematical literacy: A systematic literature review Amalia, Rizki; Herman, Tatang; Jupri, Al; Martadiputra, Bambang Avip Priatna
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.32258

Abstract

Despite increasing attention to mathematical literacy, mathematics instruction remains largely procedural and often fails to connect mathematical concepts with meaningful real-life contexts. This study aimed to synthesise existing evidence and propose a Digital Mathematical Storytelling (DMS) framework for supporting students' mathematical literacy through a Systematic Literature Review (SLR). A SLR was conducted in accordance with the PRISMA 2020 guidelines. From an initial pool of 186 records, 28 studies met the inclusion criteria and were analysed using thematic synthesis. The analysis involved extracting study characteristics, conducting open coding, identifying recurring pedagogical patterns, and synthesising these patterns into higher-order themes. The synthesis resulted in a DMS framework comprising three interconnected dimensions: narrative construction, mathematical inquiry, and reflective engagement. These dimensions collectively provide a pedagogical pathway that supports students in formulating, employing, and interpreting mathematics in authentic contexts, consistent with the OECD mathematical literacy framework. Unlike previous studies that have examined storytelling, inquiry, or reflection separately, the proposed framework integrates these three pedagogical dimensions into a coherent approach for supporting students' mathematical literacy. The framework contributes both theoretically, by providing an integrated conceptual foundation for DMS, and practically, by guiding the design of literacy-oriented mathematics instruction and informing future empirical research.

Page 35 of 35 | Total Record : 341

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