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INDONESIA
Numeracy : Jurnal Ilmiah Pendidikan Matematika
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 23550074     EISSN : 25026887     DOI : -
Core Subject : Education,
Education Mathematics
Numeracy Journal is a journal on mathematics education. The Journal publishes articles comprising on mathematics learning, critical study of mathematics learning, classroom action research research on mathematics curriculum, learning method of mathematic, learning media of mathematic, research on mathematics assessment, and research on the development of mathematics learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 12 No 2 (2025)" : 6 Documents clear
ANALYZING STUDENTS’ MATHEMATICAL REASONING IN SOLVING PROBABILITY PROBLEMS THROUGH SPIN THE WHEEL-ASSISTED WORKSHEETS Sa’adah, Aliyatus; Lailiyah, Siti; Setyawati, Maunah
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3449

Abstract

Mathematical reasoning ability is an essential aspect of mathematics learning because it helps students understand concepts and draw logical conclusions. However, many studies have shown that this ability remains low due to learning that is overly focused on procedures. Therefore, it is necessary to use engaging learning media that can help students connect abstract concepts with real experiences. This study aims to analyze students’ mathematical reasoning ability on the topic of probability using worksheets (LKPD) assisted by Spin the Wheel media. The research employed a descriptive qualitative approach involving three eighth-grade students of SMPN 2 Waru, selected based on high, medium, and low reasoning categories. Data were collected through essay tests, observations, and interviews, and analyzed using four indicators of mathematical reasoning: (1) constructing sample spaces and determining probabilities, (2) making predictions, (3) comparing theoretical probabilities with experimental results, and (4) drawing logical conclusions. The results show that students’ mathematical reasoning ability falls into the moderate category, with the main difficulty found in comparing theoretical and experimental results. The Spin the Wheel media effectively helps students understand probability concepts more concretely and increases their learning engagement. However, teacher guidance is still needed to help students connect experimental findings with theoretical concepts.
STUDENTS’ ERRORS IN SOLVING PISA QUESTIONS ON SPACE AND SHAPE CONTENT Kiraam, Rachma; Nusantara, Duano Sapta; Pasaribu, Feri Tiona
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3436

Abstract

The main objective of this study is to identify and explain students’ errors in solving PISA questions on Space and Shape content using Newman’s Error Analysis. The errors analyzed include five categories: reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. This study employs a descriptive qualitative approach with data collected through tests and interviews. The research subjects are ninth-grade students at SMP Negeri 7 Muaro Jambi. The results show that students frequently made errors in the stages of understanding the questions, modelling the questions into mathematical forms, and process skills. These errors were by weaknesses in processing information, limited mathematical skills in real-life contexts, and a lack of experience in practicing PISA questions. These findings highlight the importance of familiarizing students with contextual problems as an effort to minimize errors in solving PISA questions.
INTEGRATING SYMPY INTO COLLABORATIVE LEARNING FOR PARTIAL FRACTIONS AND INTEGRATION: A QUALITATIVE STUDY IN CALCULUS Haarsa, Panyawat
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3422

Abstract

This qualitative classroom study explores how collaborative learning (CL) supported by Python (SymPy) can strengthen university students’ understanding of partial fraction decomposition and its application to integration. Thirty‑two second‑year mathematics majors participated in four weekly sessions that blended manual problem solving with computational checking. Students worked in six small groups with defined roles (problem solver, coder, recorder, presenter), engaged in real‑world tasks (e.g., economic growth, fluid flow, and motion analysis), kept reflective journals, and delivered group presentations evaluated with an analytic rubric. Data sources comprised observations, journals, and presentation assessments. Thematic analysis indicates improved participation, clearer conceptual linking between algebraic manipulation and integral calculus, and more systematic error‑checking when Python was used to validate manual work. Groups demonstrating stronger within‑group communication tended to employ Python more effectively and reached higher rubric scores. The study discusses practical design choices for CL tasks that combine traditional and computational approaches, and reflects on limitations such as heterogeneous prior programming experience and the absence of pre–post achievement testing. Implications for practice include structuri
INTEGRATION OF HOTS-BASED QUIZIZZ APPLICATION TO IMPROVE MATHEMATICAL LITERACY ABILITIES OF VOCATIONAL SCHOOL STUDENTS Julia, Nur Tri; Asriati, Weni Widya; Fikri, Fikri
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3433

Abstract

This study was motivated by the need for contextual, interactive assessments aligned with the characteristics of the Merdeka Curriculum in developing students’ mathematical literacy skills. The purpose of this research was to develop a Merdeka Belajar assessment based on ethnomathematics and Higher Order Thinking Skills (HOTS) integrated with the digital application Quizizz to enhance students’ mathematical literacy. The study was conducted at Dharma Pancasila Private Vocational School (SMK Swasta Dharma Pancasila) in Medan during the odd semester of the 2025/2026 academic year, employing a Research and Development (R&D) approach using a modified Dick & Carrey model through several stages: needs analysis, design, development, validation, limited trial, and field testing. The research subjects were ninth-grade students selected through total sampling. The research instruments included expert validation sheets, mathematical literacy tests, questionnaires, interviews, and observations. The expert validation results indicated that the developed assessment was categorized as very valid, with an average score of 4.52. The limited trial results showed that 93% of students stated that the questions were easy to understand, and 100% found the Quizizz application easy to use. The effectiveness test demonstrated an increase in the average score from 62.3 to 84.1 with an N-Gain value of 0.58 (moderate–high category). The independent t-test result showed a significance value of p = 0.003 < 0.05, indicating a significant difference between pretest and posttest results. The study concluded that the assessment based on ethnomathematics, HOTS, and Quizizz was proven to be valid, practical, effective, and well-received by both students and teachers. The implication of this research is that this assessment model can serve as an innovative alternative to strengthen mathematical literacy, integrate local cultural values, and support the digital and sustainable implementation of the Merdeka Curriculum.
DEVELOPMENT OF MATHEMATICS CURRICULUM IN PREPARATION FOR INDONESIA'S GOLDEN AGE 2045 Pratiwi, Tarizka; Barkah, Siti; Sutirna, Sutirna
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3013

Abstract

The purpose of this article is to discuss the curriculum that must be developed to address challenges and seize opportunities in the era of Golden Indonesia 2045, with a focus on critical thinking skills, technology integration, and contextual approaches. The method used is library research. Data sources were obtained from relevant literature, including books, journals, and scientific articles on the selected topic. The discussion results show that technology-based learning innovations, such as software and adaptive learning systems, can be a solution for improving students' mathematical literacy. In addition, a contextual approach that integrates mathematical concepts with other fields can prepare students to address real problems in the digital era. The conclusion of this article is that developing a mathematics curriculum for Indonesia Emas 2045 must focus on improving critical thinking skills, contextualizing material, and integrating technology into learning. By overcoming challenges such as the technology gap, teaching quality, and prior curriculum implementation, mathematics education is expected to produce a generation that is superior and competitive in the era of globalization.
WHAT KNOWLEDGE DO MATHEMATICS TEACHERS DEVELOP DURING THE LESSON STUDY PRACTICE? A CASE STUDY FROM SECONDARY SCHOOL Binti Amirullah, Aini Haziah; Fitriati, Fitriati; Rosli, Roslinda
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3151

Abstract

Understanding what knowledge mathematics teachers develop during lesson study is crucial for improving teaching practices and student learning outcomes. Despite widespread use of lesson study as a professional development approach, limited research has explored the specific types of teacher knowledge that emerge through this collaborative process, especially in secondary education contexts. This study explores the types of knowledge developed by mathematics teachers during the implementation of Lesson Study. Using a qualitative case study design, data were collected from three Lesson Study cycles involving four junior secondary school mathematics teachers. Data sources included classroom observations, video recordings of planning and reflection sessions, and teaching documents. Transcript-based lesson analysis was employed to examine changes in teachers’ knowledge across three key domains: mathematical content knowledge, pedagogical content knowledge (PCK), and awareness of student thinking. Findings indicate that participation in Lesson Study encouraged deeper conceptual understanding, more deliberate instructional decisions, and greater sensitivity to students’ learning processes and misconceptions. These outcomes highlight the transformative potential of Lesson Study in fostering collaborative, practice-based professional growth. The study concludes by recommending the strengthening of school–university partnerships and the institutionalization of Lesson Study as an effective and context-responsive approach to mathematics teacher development in Indonesia.

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