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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 203 Documents
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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.
IMPLEMENTATION OF THE DISCOVERY LEARNING MODEL TO IMPROVE STUDENTS' LEARNING INTEREST AT MTs NEGERI 2 NORTH LAMPUNG Isromi, Dila Hana; Darwanto, Darwanto
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.v12i2.3403

Abstract

his research was conducted at MTs Negeri 2 North Lampung in class VIII 2. which was conducted on July 21, 2025-July 31, 2025. The type of research used was Classroom Action Research (CAR) which was conducted in 2 cycles, each cycle consisting of 4 stages: (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection. Data collection can be done through three steps, namely data reduction, data presentation, and drawing conclusions. The results of the study showed that the classical completeness of students' interests in Cycle I reached 82%, increasing by 7% in Cycle II to 89%. Student learning outcomes in the cognitive domain of Cycle I classical completeness reached 73%, increasing by 1% in Cycle II to 74%. Thus, it can be concluded that the application of the Discovery Learning learning model can increase the learning interest of class VIII 2 students at MTs Negeri 2 North Lampung.
IMPLEMENTATION OF A HOTS-BASED PROJECT BASED LEARNING (PjBL) MODEL TO IMPROVE MATHEMATICAL LITERACY OF SENIOR HIGH SCHOOL STUDENTS Asriati, Weni Widya; Kumalasari, Tesi; Beguiristen, Rogerio
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.v12i2.3441

Abstract

This study aims to develop a Project Based Learning (PjBL) model integrated with Higher Order Thinking Skills (HOTS) and the scientific approach to enhance high school students’ mathematical literacy skills. The research employed a research and development (R&D) design based on the Dick & Carey model. The participants were 32 eleventh-grade students at SMA Dharma Pancasila Medan, selected using total sampling. Research instruments included expert validation sheets, mathematical literacy tests, student response questionnaires, observation sheets, and interviews. Expert validation results indicated that the developed learning model was highly valid with an average score of 89.7%. The implementation results revealed a significant improvement, with students’ average pre-test scores increasing from 51.4 to 83.5 in the post-test, and a gain score of 0.66 categorized as moderate–high. Indicators of mathematical literacy, namely formulating situations mathematically, employing concepts, facts, procedures, and reasoning, and interpreting and evaluating outcomes, all showed significant improvements. Students’ responses to the learning model were highly positive, with more than 87% stating that the learning process was more engaging, facilitated concept understanding, and enhanced critical thinking and collaboration skills. Therefore, the PjBL-based HOTS model integrated with the scientific approach has been proven effective in improving students’ mathematical literacy while supporting the achievement of 21st-century competencies and the Sustainable Development Goal 4: Quality Education.

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