International Journal of Progressive Mathematics Education
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Articles
129 Documents
<![CDATA[Melampaui sekadar nilai: mengintegrasikan assessment as learning dalam pembelajaran bangun ruang untuk melatih regulasi diri siswa ]]>
<![CDATA[Sahid]]>;
<![CDATA[Bernard]]>;
<![CDATA[Marhadi, Mulyani]]>;
<![CDATA[Prananto, Irfan Wahyu]]>;
<![CDATA[Nurwijaya, Sugian]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.19045
<![CDATA[Purpose: This research develops solid geometry instructional materials based on Assessment as Learning (AaL) to transform students into autonomous assessors while addressing deficiencies in learning independence.Design/methodology/approach: Adopting the 4-D development model (limited to Define, Design, and Develop phases), this study involved 24 junior high school students as trial subjects. Data were synthesized through expert validation instruments, practicality observations, and effectiveness tests measuring academic outcomes and student engagement.Findings: Results indicate that the developed toolkit—comprising lesson plans, student worksheets, and self/peer-assessment instruments—exhibits high validity. Field trials further confirm that the materials are both practical and effective in enhancing learning performance and eliciting favorable student responses through structured participatory evaluation.Practical implications: These findings provide a strategic framework for educators to foster metacognition and self-regulated learning by actively involving students in a continuous, internal assessment process.Originality/value: The significance of this study lies in its systematic integration of AaL within solid geometry topics, contributing a novel perspective to the literature on self-evaluation as a primary driver for cognitive autonomy in secondary education. Purpose: Penelitian ini bertujuan mengembangkan perangkat pembelajaran Bangun Ruang Sisi Datar berbasis Assessment as Learning (AaL) guna mentransformasi peran siswa menjadi asesor mandiri serta mengatasi rendahnya kemandirian belajar pada materi geometri. Design/methodology/approach: Menggunakan model pengembangan 4-D (tahap Define, Design, Develop), penelitian ini melibatkan 24 siswa SMPN 6 Topoyo sebagai subjek uji coba. Data dikumpulkan melalui instrumen validasi ahli, observasi kepraktisan, serta tes efektivitas untuk mengukur capaian belajar dan respon siswa. Findings: Temuan menunjukkan bahwa perangkat yang dihasilkan (RPP, LKPD, dan instrumen penilaian diri/sejawat) memenuhi kriteria validitas tinggi. Produk terbukti praktis dan efektif dalam meningkatkan hasil belajar, sekaligus memicu respon positif siswa melalui aktivitas evaluasi partisipatif yang sistematis. Practical implications: Hasil penelitian ini menyediakan kerangka kerja bagi pendidik untuk melatih metakognisi dan self-regulated learning melalui pelibatan aktif siswa dalam proses penilaian internal yang berkelanjutan. Originality/value: Keunggulan studi ini terletak pada integrasi sistematis AaL dalam materi geometri bangun ruang, memberikan kontribusi baru pada literatur pengembangan evaluasi mandiri sebagai penggerak kemandirian kognitif siswa di jenjang sekolah menengah.]]>
<![CDATA[Analysis of The Occurrence of Reversible Reasoning for Inverse Cases: A Case Study on The Subject Adjie ]]>
<![CDATA[Ikram, Muhammad]]>;
<![CDATA[Purwanto]]>;
<![CDATA[Parta, I Nengah]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 1 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v1i1.6635
<![CDATA[Background. Student reasoning in learning mathematics contributes significantly to the achievement of student mathematics learning outcomes. The main objective of this study is to investigate the process of reversible reasoning in students for inverse problems, in the case of Adjie (Ad). The research method used to reveal the reversible reasoning in Adjie's case using descriptive qualitative research methods. Sampling was carried out using purposive sampling technique where the research sample was selected based on reversible reasoning criteria. Retrieval research data uses the results of students' mathematical work, think aloud, interviews, and the components that cause reversible reasoning. The results of our study found that the process begins with an obstacle that causes Ad to be unable to continue the resolution process, resulting in a metacognition process by analyzing the problem again analytically and developing other heuristic strategies. Ad shows a change in perspective where he initially interpreted inverse as the act of swapping independent and dependent variables and switched to interpreting inverse as the opposite of a function process involving analogy and image representation. The contribution of this research provides knowledge that reversible reasoning can occur in understanding and solving mathematical problems in inverse material. Latar belakang. Penalaran siswa dalam pembelajaran matematika memberikan kontribusi yang signifikan terhadap pencapaian hasil belajar matematika siswa. Tujuan utama dari penelitian ini adalah untuk menyelidiki proses penalaran reversibel pada siswa untuk masalah invers, dalam kasus Adjie (Ad). Metode penelitian yang digunakan untuk mengungkap alasan reversibel pada kasus Adjie menggunakan metode penelitian deskriptif kualitatif. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling dimana sampel penelitian dipilih berdasarkan kriteria penalaran yang dapat dibalik. Pengambilan data penelitian menggunakan hasil kerja matematis siswa, think aloud, wawancara, dan komponen penyebab reversible Reasoning. Hasil penelitian kami menemukan bahwa proses tersebut diawali dengan adanya kendala yang menyebabkan Ad tidak dapat melanjutkan proses penyelesaiannya sehingga terjadi proses metakognisi dengan menganalisis kembali permasalahan tersebut secara analitis dan mengembangkan strategi heuristik lainnya. Iklan menunjukkan perubahan cara pandang dimana awalnya ia mengartikan invers sebagai tindakan menukar variabel independen dan dependen dan beralih mengartikan invers sebagai kebalikan dari proses fungsi yang melibatkan analogi dan representasi gambar. Kontribusi penelitian ini memberikan pengetahuan bahwa penalaran reversibel dapat terjadi dalam pemahaman dan penyelesaian masalah matematika pada materi invers.]]>
<![CDATA[Eksplorasi etnomatematika pada motif batik sicuriang ludai sebagai sumber belajar matematika ]]>
<![CDATA[Nurrahmawati]]>;
<![CDATA[Afri, Lusi Eka]]>;
<![CDATA[Syafitri, Yuni]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.8109
<![CDATA[Purpose: This study examines ethnomathematics within the Sicuriang Ludai batik motif to integrate local wisdom into the formal mathematics curriculum, effectively bridging the chasm between abstract theory and cultural reality. Design/methodology/approach: Utilizing an ethnographic design, data were gathered through participant observation and in-depth interviews with Rokan Hulu cultural experts. The data were then systematically analyzed through data condensation and verification techniques to ensure analytical rigor. Findings: The findings confirm the manifestation of plane geometry concepts—specifically rectangles and parallelograms—alongside angular relationships and geometric transformations, including translation, reflection, and rotation. Philosophically, these patterns represent the identity of the Rokan Hulu community through ingrained principles of mathematical precision. Practical implications: This research supports the implementation of culturally responsive pedagogy, providing a framework for educators to develop instructional materials that are both contextual and meaningful for students. Originality/value: As the inaugural scholarly documentation of the Sicuriang Ludai motif within a mathematical framework, this study underscores mathematics as a culture-bound entity and enriches the literature on indigenous-based learning resources in the Southeast Asian context. Purpose: Penelitian ini menganalisis etnomatematika pada motif batik Sicuriang Ludai untuk mengintegrasikan kearifan lokal ke dalam kurikulum matematika formal, sekaligus menjembatani celah antara teori abstrak dan realitas budaya. Design/methodology/approach: Melalui desain etnografi, data dikumpulkan melalui observasi partisipatif dan wawancara mendalam dengan budayawan Rokan Hulu, kemudian dianalisis secara sistematis menggunakan teknik kondensasi data dan verifikasi kesimpulan. Findings: Temuan mengonfirmasi manifestasi konsep geometri bidang (persegi panjang dan jajargenjang), hubungan sudut, serta transformasi geometri (translasi, refleksi, dan rotasi) pada motif batik. Secara filosofis, pola ini merepresentasikan identitas masyarakat melalui prinsip ketelitian matematis yang mendalam. Practical implications: Hasil penelitian ini mendukung implementasi pedagogi responsif budaya (culturally responsive pedagogy), memberikan kerangka bagi pendidik untuk menciptakan materi pembelajaran yang lebih kontekstual dan bermakna bagi siswa. Originality/value: Sebagai dokumentasi ilmiah pertama terhadap motif Sicuriang Ludai dalam konteks matematika, penelitian ini memperkuat posisi matematika sebagai entitas yang terikat budaya (culture-bound) dan memperkaya literatur sumber belajar berbasis kearifan lokal.]]>
<![CDATA[Melampaui rumus: analisis kesiapan kognitif siswa dalam menghadapi soal literasi matematis tipe PISA ]]>
<![CDATA[Nurjanah, Intan]]>;
<![CDATA[Hendriana, Benny]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.19598
<![CDATA[This study analyzes the mathematical literacy level of junior high school students based on Bloom's Taxonomy cognitive levels, motivated by the low achievement of Indonesian students in PISA 2023. Using a descriptive qualitative method, the study involved 30 seventh-grade students of SMPIT Al-Arobi through essay tests and structured interviews. The results showed 43% of students at the low level (D), 7% at very low (E), and only 20% reached the excellent level (A). In-depth analysis of three subjects (BL, AAB, FT) revealed disparities in ability: BL (level C5-C6) is capable of complex analysis and mathematical modeling, while AAB (C3) and FT (C1-C2) are limited to procedural applications and basic understanding. These findings confirm that the procedural learning approach and the lack of contextual problem practice are the main inhibiting factors. This study provides an important contribution in the development of complex problem-based mathematics learning models to improve students' Higher-Order Thinking Skills (HOTS). Penelitian ini menganalisis tingkat literasi matematis siswa SMP berdasarkan level kognitif Taksonomi Bloom, dilatarbelakangi oleh rendahnya capaian siswa Indonesia dalam PISA 2023. Menggunakan metode kualitatif deskriptif, penelitian melibatkan 30 siswa kelas VII SMPIT Al-Arobi melalui tes esai dan wawancara terstruktur. Hasil menunjukkan 43% siswa pada level rendah (D), 7% sangat rendah (E), dan hanya 20% mencapai level sangat baik (A). Analisis mendalam terhadap tiga subjek (BL, AAB, FT) mengungkap disparitas kemampuan: BL (level C5-C6) mampu analisis kompleks dan pemodelan matematis, sementara AAB (C3) dan FT (C1-C2) terbatas pada aplikasi prosedural dan pemahaman dasar. Temuan ini mengkonfirmasi bahwa pendekatan pembelajaran prosedural dan kurangnya latihan soal kontekstual menjadi faktor penghambat utama. Penelitian memberikan kontribusi penting dalam pengembangan model pembelajaran matematika berbasis masalah kompleks untuk meningkatkan Higher-Order Thinking Skills (HOTS) siswa.]]>
<![CDATA[Paradoks literasi matematika: analisis kegagalan implementasi langkah polya pada masalah berstandar TIMSS ]]>
<![CDATA[-, Sutra]]>;
<![CDATA[Majid, Ahmad Farham]]>;
<![CDATA[Shadiq, Muh Ibnu]]>;
<![CDATA[Ramadhani, Nurul Aulia]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.19801
<![CDATA[Purpose: This study dissects TIMSS-based mathematical literacy difficulties in Relation and Function topics using Polya’s framework to bridge the gap between global standards and students' cognitive realities. Design/methodology/approach: Employing a descriptive qualitative design, data were gathered from 21 tenth-grade students through problem-solving tests and in-depth interviews, then analyzed to map difficulty profiles across varying ability levels. Findings: Results reveal stratified obstacles: high-ability students struggle with accuracy; middle-ability with strategic maturity; while low-ability students face systemic failure across all Polya stages due to weak fundamental concepts and poor time management. This confirms that literacy barriers are rooted in metacognitive failures during solution evaluation. Practical implications: These findings advocate for differentiated learning and systematic heuristic training to accommodate diverse cognitive profiles in meeting international assessment standards. Originality/value: This study offers a specific diagnostic on Relation and Function topics within a madrasah context, enriching the literature on mapping mathematical literacy barriers contextualized against global TIMSS indicators. Purpose: Penelitian ini membedah kesulitan literasi matematika berstandar TIMSS pada materi Relasi dan Fungsi menggunakan kerangka Polya guna menjembatani celah antara standar global dan realitas kognitif peserta didik. Design/methodology/approach: Melalui desain deskriptif kualitatif, data dikumpulkan dari 21 siswa kelas X melalui tes pemecahan masalah dan wawancara mendalam, lalu dianalisis secara sistematis untuk memetakan profil kesulitan berdasarkan tingkat kemampuan.Findings: Temuan menunjukkan stratifikasi hambatan: siswa berkemampuan tinggi terkendala akurasi; kategori sedang terhambat pada maturitas strategi; sementara kategori rendah mengalami kegagalan sistemik di seluruh tahap Polya akibat lemahnya konsep fundamental dan manajemen waktu. Ini mengonfirmasi bahwa kesulitan literasi berakar pada hambatan metakognitif dalam mengevaluasi solusi. Practical implications: Hasil ini merekomendasikan implementasi pembelajaran berdiferensiasi (differentiated learning) dan penguatan prosedur heuristik untuk mengakomodasi keberagaman profil kognitif siswa dalam menghadapi penilaian internasional. Originality/value: Studi ini memberikan diagnosa spesifik pada materi Relasi dan Fungsi dalam konteks madrasah, memperkaya literatur pemetaan hambatan literasi matematika yang dikontekstualisasikan langsung dengan indikator global TIMSS.]]>
<![CDATA[Sinergi refleksi dan inovasi: arsitektur kecerdasan intrapersonal dalam desain matematika digital ]]>
<![CDATA[Yenni]]>;
<![CDATA[Raharjo , Sigit]]>;
<![CDATA[Firmansyah, M. Arie]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20065
<![CDATA[Purpose: This study describes how students with intrapersonal intelligence develop and implement mathematics lesson plans using interactive digital media, addressing instructional planning that often overlooks diverse intelligence profiles. Design/methodology/approach: Using a qualitative descriptive method, surveys first identified students' intelligence types. Structured observations then analyzed the alignment between students' intrapersonal traits and their activities during lesson plan implementation. Findings: Students with intrapersonal intelligence successfully designed digitally assisted learning plans using animated videos. Guided inquiry was their preferred method, actively accommodating intrapersonal traits like self-motivation, clear goal-setting, emotional management, and independent analytical thinking.Practical implications: Tailoring methods and media to specific intelligences helps educators and pre-service teachers create engaging lesson plans that boost student motivation and mathematics learning outcomes. Originality/value: This research uniquely maps the synergy between intrapersonal intelligence, guided inquiry, and digital media, offering new perspectives on personalized and differentiated mathematics instruction. Purpose: Studi ini mendeskripsikan bagaimana siswa dengan kecerdasan intrapersonal mengembangkan dan mengimplementasikan rencana pembelajaran matematika menggunakan media digital interaktif, membahas perencanaan pembelajaran yang sering mengabaikan beragam profil kecerdasan. Design/methodology/approach: Menggunakan metode deskriptif kualitatif, survei pertama-tama mengidentifikasi tipe kecerdasan siswa. Observasi terstruktur kemudian menganalisis keselarasan antara sifat intrapersonal siswa dan aktivitas mereka selama implementasi rencana pembelajaran. Findings:Siswa dengan kecerdasan intrapersonal berhasil merancang rencana pembelajaran yang dibantu secara digital menggunakan video animasi. Inkuiri terbimbing adalah metode pilihan mereka, secara aktif mengakomodasi sifat intrapersonal seperti motivasi diri, penetapan tujuan yang jelas, manajemen emosi, dan pemikiran analitis independen. Practical implications: Menyesuaikan metode dan media dengan kecerdasan spesifik membantu pendidik dan calon guru menciptakan rencana pembelajaran yang menarik yang meningkatkan motivasi siswa dan hasil belajar matematika. Originality/value: Penelitian ini secara unik memetakan sinergi antara kecerdasan intrapersonal, inkuiri terbimbing, dan media digital, menawarkan perspektif baru tentang pengajaran matematika yang dipersonalisasi dan terdiferensiasi. ]]>
<![CDATA[Pemecahan masalah kontekstual: sebuah analisis diferensiasi berdasarkan kemampuan awal matematika siswa ]]>
<![CDATA[Napfiah, Siti]]>;
<![CDATA[Katupu, Paulus]]>;
<![CDATA[Purnomo, Heri]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20396
<![CDATA[Purpose: This study aims to analyze and precisely describe the profile of students' contextual problem-solving skills differentiated by their initial mathematical proficiency levels. Design/methodology/approach: This descriptive qualitative study involved two purposefully selected students (one with high and one with low mathematical ability). Data were systematically gathered utilizing written diagnostic tests and in-depth interviews, structured around four fundamental problem-solving indicators. Findings: Both subjects successfully satisfied the four basic problem-solving indicators. Nevertheless, the high-ability student exhibited superior cognitive mastery, evidenced by significantly clearer articulated resolution strategies and meticulous mathematical justifications in both test responses and interviews compared to the low-ability peer. Practical implications: These findings compel mathematics educators to operationalize differentiated instructional strategies, systematically tailoring pedagogical interventions to students' baseline proficiencies to optimally cultivate their contextual problem-solving capabilities. Originality/value: This research provides a microscopic perspective into the qualitative disparities in cognitive articulation and procedural detail between students of varying abilities, particularly highlighting nuances that persist even when baseline problem-solving metrics are ostensibly met. Purpose: Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara spesifik profil kemampuan pemecahan masalah kontekstual siswa berdasarkan perbedaan tingkat kemampuan awal matematika. Design/methodology/approach: Studi kualitatif ini melibatkan dua siswa (satu berkemampuan matematika tinggi dan satu rendah) sebagai subjek penelitian. Data dikumpulkan melalui instrumen tes tertulis dan wawancara mendalam yang dievaluasi menggunakan empat indikator pemecahan masalah. Findings: Kedua subjek pada dasarnya mampu memenuhi keempat indikator pemecahan masalah. Namun, subjek berkemampuan tinggi menunjukkan tingkat penguasaan yang lebih superior, ditandai dengan artikulasi strategi dan justifikasi matematis yang jauh lebih jelas dan terperinci pada hasil tes maupun wawancara dibandingkan subjek berkemampuan rendah. Practical implications: Temuan ini mendorong guru matematika untuk merancang strategi pembelajaran berdiferensiasi yang menyesuaikan intervensi pedagogis dengan profil kemampuan awal siswa untuk mengoptimalkan keterampilan pemecahan masalah kontekstual secara individu. Originality/value: Kajian ini memberikan wawasan mikroskopis mengenai kesenjangan kualitas artikulasi dan detail proses kognitif antara siswa dengan kemampuan berbeda, meskipun keduanya secara teknis mencapai ambang batas indikator dasar pemecahan masalah.]]>
<![CDATA[Inovasi pembelajaran era digital: integrasi TPACK dan deep learning dalam rancangan instruksional mahasiswa calon guru matematika ]]>
<![CDATA[Fitriawan, Dona]]>;
<![CDATA[Siregar, Nurfadilah]]>;
<![CDATA[Sulistyowati, Endar]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20416
<![CDATA[Purpose: This study analyzes the Technological Pedagogical Content Knowledge (TPACK) competence of prospective mathematics teachers in designing deep learning-based instruction during micro-teaching courses. Design/methodology/approach: A mixed-methods descriptive case study was conducted with 80 sixth-semester students. Instruments included Likert-scale questionnaires, instructional design/video rubrics, and in-depth interviews.Findings: Results indicate significant improvements in TK, PK, and deep learning integration. While CK and PK mastery remain solid, technological integration (TCK and TPK) is categorized as moderate. Students predominantly focus on procedural content delivery rather than higher-order thinking and reflection.Practical implications: The findings highlight the necessity of micro-teaching curricula that explicitly integrate TPACK as a cognitive tool for thinking rather than a mere visualization aid. Originality/value: This study offers a unique contribution by synthesizing deep learning principles within the TPACK framework to prepare adaptive educators for the Society 5.0 era. Purpose: Penelitian ini menganalisis kompetensi Technological Pedagogical Content Knowledge (TPACK) mahasiswa calon guru matematika dalam merancang instruksional berbasis deep learning pada mata kuliah micro teaching. Design/methodology/approach: Menggunakan pendekatan deskriptif campuran (kuantitatif-kualitatif) dengan studi kasus pada 80 mahasiswa semester 6. Instrumen meliputi angket skala Likert, rubrik analisis perangkat/video, dan wawancara mendalam. Findings: Terdapat peningkatan signifikan pada aspek TK, PK, dan integrasi deep learning. Meskipun penguasaan CK dan PK solid, integrasi teknologi (TCK dan TPK) masih berada pada kategori sedang. Mahasiswa cenderung fokus pada prosedur materi dibandingkan aktivitas berpikir tingkat tinggi dan refleksi. Practical implications: Temuan ini menekankan perlunya kurikulum micro teaching yang mengintegrasikan TPACK secara eksplisit sebagai alat berpikir (tool for thinking), bukan sekadar alat visualisasi. Originality/value: Studi ini memberikan kontribusi unik dengan mengintegrasikan prinsip deep learning ke dalam kerangka TPACK untuk menyiapkan pendidik adaptif di era Society 5.0.]]>
<![CDATA[Evaluasi karakteristik peserta didik dalam menyelesaikan tes kemampuan literasi matematis dan emotional intellegence ]]>
<![CDATA[Amalia, Kurnia]]>;
<![CDATA[Safitri, Saskia Dwi]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Miatun, Asih]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20429
<![CDATA[Purpose: This study aims to analyze student characteristics in solving mathematical literacy problems and emotional intelligence tests to address the suboptimal mathematical literacy standards in Indonesia through contextual approaches. Design/methodology/approach: A quantitative survey was conducted involving 280 10th and 11th-grade high school students across three Jakarta schools. Data were analyzed using the Rasch Model, utilizing validated descriptive mathematical literacy tasks and emotional intelligence questionnaires as primary instruments. Findings: Wright Map analysis revealed that gender, grade level, and school location significantly influence outcomes. Male and 10th-grade students demonstrated higher performance (25.6%) compared to female and 11th-grade students (11.58%). Furthermore, Differential Item Functioning (DIF) analysis identified specific item biases favoring certain demographic groups. Practical implications: These findings highlight the necessity for educators and curriculum developers to account for student characteristics when designing assessment tools to ensure evaluative fairness and representativeness in academic settings. Originality/value: This study offers novelty by employing the Rasch Model to simultaneously map the intersection of mathematical literacy and emotional intelligence based on specific demographic variables. Purpose: Penelitian ini bertujuan menganalisis karakteristik siswa dalam menyelesaikan soal literasi matematika dan kecerdasan emosional guna mengatasi rendahnya standar literasi matematika di Indonesia melalui pendekatan kontekstual. Design/methodology/approach: Studi kuantitatif ini melibatkan survei terhadap 280 siswa SMA kelas 10 dan 11 di tiga sekolah Jakarta. Instrumen penelitian terdiri dari soal literasi matematika deskriptif dan kuesioner kecerdasan emosional yang telah divalidasi, dengan analisis data menggunakan pemodelan Rasch. Findings: Analisis Wright Map menunjukkan bahwa gender, tingkatan kelas, dan lokasi sekolah berpengaruh signifikan. Siswa laki-laki dan kelas 10 menunjukkan performa lebih tinggi (25,6%) dibandingkan siswa perempuan dan kelas 11 (11,58%). Selain itu, analisis Differential Item Functioning (DIF) mendeteksi adanya bias butir soal yang menguntungkan kelompok demografis tertentu. Practical implications: Temuan ini menekankan pentingnya bagi pendidik dan pengembang kurikulum untuk mempertimbangkan karakteristik siswa dalam menyusun instrumen evaluasi guna menjamin keadilan dan representativitas penilaian di sekolah. Originality/value: Studi ini memberikan kontribusi unik dengan menerapkan Model Rasch untuk memetakan hubungan antara literasi matematika dan kecerdasan emosional berdasarkan variabel demografis secara simultan.]]>
<![CDATA[Nilai integritas melalui pembelajaran matematika bagi mahasiswa pendidikan matematika ]]>
<![CDATA[Jamiah, Yulis]]>;
<![CDATA[Salsabila HS, Kintan]]>;
<![CDATA[Supriyadi, Dede]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i2.20434
<![CDATA[Integrity Values are a unity between mindset, feelings or sensations felt, speech and behavior that are in harmony with conscience and applicable norms. This study aims to internalize students integrity values through a humanist mathematics learning model, so that students have personalities that can strengthen a high level of honesty and ethics in their words and actions. This goal is achieved by involving a cyclical process starting from conceptual learning model assessment to implementation and evaluation. The subjects of this study were 68 students from two classes. The identification of field problems, reviewing and validating the learning model, exploration of integrity values, identification of field problems, reviewing and validating the learning model, and implementing De model trofi real action research. The results showed the percentage of value in everything the learning model was 88,3% which is categorized as very good and 100% of students gave a very positive response to humanist mathematics learning that internalizes integrity values. These findings indicate that the humanist approach is effective in building an inclusive learning climate but requires additional strategies to strengthen task precision. This research contributes significantly to formulating a mathematical pedagogical model that aligns numerical logic acumen with moral resilience as competency standards for future teachers. Nilai integritas merupakan kesatuan antara mindset, perasaan atau sensasi yang dirasakan, ucapan maupun perilaku yang selaras dengan hati nurani dan norma yang berlaku. Penelitian ini bertujuan menginternalisasikan nilai integritas mahasiswa melalui model pembelajaran dalam perkataan dan tindakannya. Tujuan tersebut dicapai yang melibatkan proses siklus mulai dari pengkajian model pembelajaran secara konseptual hingga implementasi dan evaluasi. Subjek penelitian ini berjumlah 68 mahasiswa berasal dari dua kelas. Prosedur penelitian meliputi analisis teoritis model pembelajaran, eksplorasi nilai-nilai integritas, identifikasi masalah lapangan, mengkaji dan validasi model pembelajaran, serta implementasi model melalui penelitian tindakan nyata. Hasil penelitian menunjukkan bahwa nilai persentase dalam menerapkan model pembelajaran adalah 88,3% yang berkategori sangat baik, dan 100% mahasiswa memberikan respon sangat positif terhadap pembelajaran matematika humanis yang menginternalisasikan nilai integritas. Temuan ini mengindikasikan bahwa pendekatan humanis efektif berkontribusi signifikan dalam merumuskan model pedagogi matematika yang menyelaraskan ketajaman logika numerik dengan ketangguhan moral sebagai standar kompetensi guru masa depan.]]>
