Numeracy

ANALYZING STUDENTS’ MATHEMATICAL REASONING IN SOLVING PROBABILITY PROBLEMS THROUGH SPIN THE WHEEL-ASSISTED WORKSHEETS

Aliyatus Sa’adah — 2025-10-31

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

Rachma Kiraam — 2025-10-31

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

Panyawat Haarsa — 2025-10-31

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

Nur Tri Julia — 2025-10-31

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

Tarizka Pratiwi — 2025-10-31

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

Aini Haziah Binti Amirullah — 2025-10-31

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

Dila Hana Isromi — 2025-10-31

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 — 2025-10-31

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.