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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 208 Documents
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WHAT KNOWLEDGE DO MATHEMATICS TEACHERS DEVELOP DURING THE LESSON STUDY PRACTICE? A CASE STUDY FROM SECONDARY SCHOOL Aini Haziah Binti Amirullah; Fitriati Fitriati; Roslinda Rosli
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 Dila Hana Isromi; 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 Weni Widya Asriati; Tesi Kumalasari; Rogerio Beguiristen
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.
A QUANTITATIVE DESCRIPTIVE ANALYSIS OF STUDENTS' PERCEPTIONS OF TEACHING STRATEGY EFFECTIVENESS AND TEACHER INTERACTION PATTERNS AT SMAN 1 KUTA BARO Anzora Anzora; Irma Aryani; Deya Reta Renggayoni; Hafizhatul Mutmainnah; Selina Selina
Jurnal Numeracy Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v13i1.3826

Abstract

This research is motivated by the significance of student perception as an evaluation indicator for the quality of mathematics instruction at the secondary school level. The objective of this study is to analyze students' perceptions regarding the effectiveness of teaching strategies and teacher interaction patterns at the Senior High School level 1 Kuta Baro. This study employs a quantitative descriptive approach, involving a sample of 26 students from the tenth and eleventh grades, selected through a purposive sampling technique. Data were collected using a closed-ended questionnaire instrument consisting of 44 items on a five-point Likert scale. The results indicate that students' perceptions of teaching strategies and teacher interaction patterns fall into the 'good' category, with an overall mean score of 3.93. The dimensions of classroom interaction and motivational support received the highest ratings; however, findings suggest that learning grouping strategies and teacher dominance in classroom communication still require improvement. This study concludes that although the learning process is considered effective, innovation in group management and a shift in teaching patterns toward student-centered learning are necessary to optimize active participation in the classroom.
Q-STEAM APPROACH; A NEW PARADIGM OF TEACHING BASED ON THE AL-QURAN Muzakkir Muzakkir; Hutkemri Zulnaidi; Rose Amnah Abd Rauf
Jurnal Numeracy Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v13i1.3167

Abstract

Integrated learning is a pedagogical approach that fosters students' creativity, critical thinking, and their ability to connect classroom knowledge with real-world contexts. Unlike traditional learning, which emphasizes rote memorization of theories and formulas, integrated learning promotes the meaningful association of concepts across subjects, encouraging both teachers and students to perceive the relevance of education to everyday life. When instruction is rooted in real-life problems, students are more likely to apply their knowledge in practical situations, thereby deepening understanding and retention. Project-Based Learning (PBL) offers an effective strategy to address student disengagement by encouraging active participation through problem-solving activities. The Quran—Science, Technology, Engineering, Art, and Mathematics (Q-STEAM) model is an integrative, PBL-based approach that merges the STEAM framework developed by Yakman with Quranic principles. The Quran, as the primary source of guidance for Muslims, is incorporated through verses that relate to either the problems being addressed, or the character traits cultivated during learning. Q-STEAM provides opportunities for students to develop critical thinking and problem-solving abilities while fostering a closer relationship with the Quran. This approach not only enhances academic competence but also nurtures Islamic character development. The model applies mathematics as a medium to integrate Quranic teachings—both to convey the Quran through mathematics and to understand mathematics through the Quran. Such a paradigm is essential in modern education to cultivate moral values, spiritual awareness, and social competencies. Ultimately, this approach equips students with 21st-century skills and supports the formation of ulul albab—individuals who are intellectually and spiritually grounded.
UTILIZATION OF GEOGEBRA IN ENHANCING HIGH SCHOOL STUDENTS’ MATHEMATICAL REASONING ABILITY Egi Anjeliani Devi; Nuralam Syamsuddin
Jurnal Numeracy Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v13i1.3419

Abstract

Students’ low mathematical reasoning skills, particularly regarding abstract concepts such Students’ mathematical reasoning ability in the topic of tangent lines to a circle remains relatively low, particularly in integrating geometric and algebraic concepts. This indicates limitations in students’ conceptual understanding, which may be influenced by the use of conventional teaching methods with minimal visualization. This study aims to examine the effectiveness of GeoGebra in improving high school students’ mathematical reasoning ability. This study employed a quasi-experimental method with a pretest–posttest control group design involving 44 eleventh-grade students’ at SMAN 5 Banda Aceh. The data were analyzed using the Method of Successive Interval (MSI) and an independent sample t-test. The results showed that the experimental group achieved a higher average post-test score (13.13) compared to the control group (11.04). The calculated t-value (5.13) exceeded the critical t-value (2.018), indicating a significant difference between the two groups. Therefore, the use of GeoGebra was proven to be effective in improving students’ mathematical reasoning ability compared to conventional methods. These findings confirm that the integration of technology in geometry learning can create a more interactive learning environment and support the development of students’ logical thinking skills.
STRUCTURED MATHEMATICAL THINKING: EVALUATING POLYA’S PROBLEM-SOLVING APPROACH IN EXPONENT MULTIPLICATION AND DIVISION Janyaporn Pookhung; Ratchadaporn Phobubpa; Panyawat Haarsa
Jurnal Numeracy Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v13i1.3507

Abstract

This study examines the effectiveness of Polya’s four-step problem-solving approach in strengthening students’ structured mathematical thinking when learning multiplication and division of exponents. Although exponent operations are fundamental in algebra, many Grade 7 students continue to experience difficulties in interpreting problem structures, applying exponent rules, and verifying their solutions. This research employed a quasi-experimental one-group pretest-posttest design involving 32 students at a junior secondary school. The instructional intervention applied Polya’s four phases: understanding the problem, devising a plan, carrying out the plan, and looking back. These phases were integrated into guided teaching activities and structured practice tasks. Data were collected through a ten-item test, an analytic scoring rubric, and an error analysis framework. The findings reveal a statistically significant improvement in students’ posttest performance when compared with the predetermined sixty percent competency benchmark. This indicates meaningful progress in both procedural fluency and structural reasoning. The error analysis also shows that students initially struggled with misinterpreting the structure of exponent expressions, inconsistent use of exponent laws, and limited monitoring of their own work. After the instructional intervention, most students demonstrated clearer reasoning patterns, more accurate translation of problem structures, and greater consistency in checking their answers. These results confirm that Polya’s four-step approach can support students in developing structured mathematical thinking by helping them express problem meaning, plan appropriate solution steps, and reflect on accuracy.
PROFILE OF STUDENTS’ MATHEMATICAL LITERACY IN THE PYTHAGOREAN THEOREM BASED ON RASCH ANALYSIS Linca Rotua Nian Sitompul; Syamsir Sainuddin; Ranisa Junita
Jurnal Numeracy Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v13i1.3848

Abstract

This study aims to provide an overview of students’ mathematical literacy on the topic of the Pythagorean Theorem through a Rasch model analysis. The study focuses on identifying the level of difficulty of mathematical literacy indicators and mapping students’ abilities across these indicators. A quantitative descriptive approach with diagnostic analysis was employed. The participants consisted of twenty-two ninth-grade students from a junior secondary school in Jambi City selected through incidental sampling. The research instrument was a single open-ended problem developed based on seven mathematical literacy indicators referring to fundamental mathematical capabilities. The data were analysed using the Rasch model by examining key outputs, including person summary, item difficulty, reliability, and the Wright map. The results indicate that students’ abilities are generally below the level of item difficulty and that the mapping of abilities has not yet shown sufficient stability. The variation in item difficulty shows that representation, the use of mathematical tools, and symbolic language are relatively easier, while communication, problem-solving strategies, and reasoning tend to be more difficult. These findings indicate a difference between students’ abilities and the demands of the indicators, particularly in modelling, explanation, and reasoning.

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