Puri Pramudiani

This study examines the foundations, policy design, implementation strategies, and culturally responsive pedagogical orientation underpinning Indonesia’s National Numeracy Movement. A qualitative policy analysis integrated with an integrative literature review was conducted by synthesizing government policy documents, studies, and reports published between 2020 and 2025. Data were analyzed using document, content, and thematic analyses. The findings indicate that Indonesia’s numeracy reform is supported by a coherent policy framework grounded in the Deep Learning approach, which emphasizes meaningful learning, contextualized instruction, educational equity, and higher-order thinking. The evidence further suggests that culturally responsive approaches—including the GEMBIRA learning model, Ethno-Realistic Mathematics Education, adaptive cooperative learning, digital technologies, and mother tongue-based instruction—enhance learner engagement and conceptual understanding. However, the empirical evidence remains fragmented and highly context specific. The study’s novelty lies in proposing an integrated conceptual framework that links policy design, implementation strategies, and culturally responsive pedagogy to explain how systemic coherence can strengthen numeracy reform. The findings underscore that sustainable improvement in numeracy requires alignment among policy, pedagogy, teacher capacity, infrastructure, and assessment systems. Policy recommendations include conducting large-scale longitudinal evaluations and sustaining investments in teacher professional development, assessment reform, and culturally responsive implementation to promote equitable and scalable numeracy outcomes.

Mathematical games are widely used in primary mathematics classrooms internationally, yet there remains limited conceptual clarity about what features define a mathematical game, and whether teachers' understandings align with definitions articulated in the research literature. This study examined how primary teachers across Australia (n=193), Indonesia (n=225), and Italy (n=107) prioritised eight characteristics commonly used in the literature to define mathematical games. Using an anonymous online questionnaire, descriptive analysis revealed strong overall alignment between teachers' judgements and the research-articulated definition. At least 90% of teachers in each country rated enjoyment, clear rules, explicit mathematical objectives, player choice, and interactivity as at least somewhat important. However, teachers weighted characteristics unevenly: enjoyment was consistently the most strongly prioritised feature, functioning less as one criterion among many and more as a threshold condition for whether an activity counts as a game at all. In contrast, features tied to mathematical integrity, particularly the expectation that mathematical knowledge should meaningfully shape gameplay outcomes, were endorsed less consistently, especially among Italian teachers—24% of whom rated this as very important compared with 62% and 61% of Australian and Indonesian teachers respectively. These findings highlight productive tensions between affective engagement and mathematical rigour in how teachers conceptualise games.

Although fractions are commonly taught in mathematics education, students often demonstrate a limited understanding of them. This study aims to enhance students’ fraction sense through the use of Animaker media, grounded in the principles of Realistic Mathematics Education (RME). The study employed a design research approach consisting of three stages: preliminary design, teaching experiment, and retrospective analysis. Classroom experiments included observation, video recordings, and document analysis. The participants comprised 135 fourth-grade students from two primary schools in West Java, Indonesia. The findings suggest that activities designed using Animaker media significantly enhanced students’ fraction sense, particularly in understanding the part-whole relationship. Furthermore, the use of Animaker media within a realistic context not only strengthened their understanding but also fostered mathematical reasoning related to fractions. The contribution of this research lies in demonstrating how multimedia—specifically Animaker—can be effectively integrated into instructional tasks on fractions, providing a meaningful, context-based learning experience that enhances both understanding and application of mathematical concepts.

The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations.

One of the demands of 21st century learning is critical thinking. However, nowadays, students' critical thinking skills are still relatively low, particularly in geometry. This research aims to explore students' critical thinking skills through the design of a series of lessons. Realistic Mathematics Education (RME) underlies the design and the context applied. This study was conducted in one of the elementary schools in Jakarta, involving 30 grade IV elementary school students as the research subjects. The method used in this research is descriptive qualitative with an educational ethnographic approach. Data collection techniques involved observation, interviews, and documentation. The results of this study indicate that the implementation of a traditional game-based learning design called Damdas 3 Batu can support students’ critical thinking skills. Through this game, students are able to comprehend the given problems, construct mathematical models adapted to the provided context, solve the problems, and ultimately derive conclusions from the obtained results. Therefore, Damdas 3 Batu can serve as a valuable instructional reference for teaching geometry concepts in elementary schools.

21st century learning makes technology cannot be separated with the development of teaching materials, including learning mathematics. The use of technology in learning can be associated with efforts to improve students' critical thinking skills. Based on the results of the preliminary study conducted by Community Partnership Program (PKM) Team, Universitas Muhammadiyah Prof. Dr. Hamka in SDN 066 Halimun has never had training or assistance in developing teaching materials using new powtoon application. Therefore, this activity aims to develop the competence of SDN 066 Halimun teachers in an effort to improve students' critical thinking skills using a realistic mathematics approach based on new powtoon application. According to the learning assistance activities carried out by PKM Team, teachers can further develop their teaching skills because the media used is quite helpful in illustrating the mathematical ideas or concepts. Likewise, the students were very happy and have better understanding toward the concept of mathematical learning given. From this activity, it is recommended that new powtoon application can become an alternative media in realistic mathematics learning.

At the end of the sixties of last century, the development of Realistic Mathematics Education (RME) started in the Netherlands. At the beginning of this century, the Indonesian adaptation of RME, Pendidikan Matematika Realistik Indonesia (PMRI), started. The implementation of RME / PMRI has proven to be challenging. In this research, a qualitative case study was used to investigate teachers’ perceptions and experiences in implementing RME/PMRI in their classes. Semi-structured interviews were conducted with several Dutch and Indonesian teachers who have joined the RME/PMRI training. We found similarities and differences between the two groups of teachers. Both groups of teachers understand the use of context as a starting point for students to construct mathematical understanding. The Dutch teachers considered the construction of interesting mathematical problems and the use of the guided-reinvention principle as the difficulties but motivated them to do more practice. Indonesian teachers mentioned that for them, the integration of mathematics with other subject areas for integrated thematic learning in the 2013 curriculum was their constraint but it was also a challenge for them to be more creative. These perspectives can become a reference for the development of a localized implementation of learning trajectory in classroom practices.

Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students’ struggles in understanding the basic concept of part-whole relationships in fractions was developed and tested with six 4th-grade students. The task uses Indonesian sweet food, martabak, that has a rounded pizza-like shape as a context in which one slice was missing. Realistic Mathematics Education underlies the context designed, that was also inspired by the Dutch textbook Alles telt Q Basiswerkschrift. The study used a qualitative methodology through an interview, observation, and written test. The result of this study indicated that the students’ struggles can be identified as follows: making references to the whole, making references to the complete partition, and making sense of the incomplete partition. The study showed that the designed tasks have potentials to provoke students' reasoning in learning fractions. The findings indicate that when students learn fractions, their understanding of the meaning of fractions should be well addressed with problems that challenge this part-whole relationship. Challenging this relationship can be supported with problems that have some ambiguity about what is the ‘whole’ using the missing part context.

Rasa percaya diri anak-anak usia sekolah dasar masih perlu dikembangkan. Nyatanya, rasa percaya diri sangat dibutuhkan bagi anak-anak sekolah dasar untuk mengembangkan potensi yang ada pada dalam dirinya. Berdasarkan hal tersebut, salah satu faktor yang mempengaruhi rasa percaya diri adalah dukungan orang tua. Sejalan dengan hal tersebut, tujuan dari penelitian ini adalah untuk mengetahui: (1) hubungan antara dukungan orang tua dengan rasa percaya diri pada siswa kelas V, (2) peran dukungan orang tua terhadap rasa percaya diri siswa, (3) tingkat rasa percaya diri siswa dan tingkat dukungan orang tua. Metode yang digunakan pada penelitian ini adalah metode kuantitatif. Subjek yang digunakan pada penelitian ini adalah siswa kelas V B yang berjumlah 22 siswa dengan menggunakan Teknik purposive sampling. Alat pengumpulan data dalam penelitian ini menggunakan skala dukungan orang tua dan skala rasa percaya diri siswa. Hasil pada penelitian ini menunjukkan r = 0,622 dengan p = 0,000 (p<0,01), yang mana terdapat hubungan positif yang signifikan antara dukungan orang tua dengan rasa percaya diri siswa. Dukungan sosial orang tua berperan penting (38,68% dari r2 sebesar = 0,386884) terhadap rasa percaya diri siswa kelas V. Hal ini juga menunjukkan bahwa tingkat dukungan orang tua dengan rasa percaya diri siswa pada siswa kelas V di SDN LENTENG AGUNG 07 tergolong tinggi. Sebesar 84%, untuk tingkat dukungan orang tua pada siswa kelas V dan sebesar 69,9%, untuk tingkat rasa percaya diri siswa kelas V. Penelitian ini mengindikasikan, pentingnya dukungan orang tua terhadap rasa percaya diri siswa.

Penelitian ini bertujuan untuk mengetahui adanya pengaruh aplikasi wordwall terhadap motivasi belajar IPA siswa sekolah dasar. Metode penelitian ini adalah eksperimen dengan bentuk desain Post-test Only Control Design. Populasi dalam penelitian ini yaitu seluruh siswa kelas V SDN Bojong Rawalumbu VI dengan total 83 siswa. Total Sampel untuk penelitian ini yaitu 54 siswa. Kelas kontrol untuk kelas VA yang berjumlah 27 siswa dan kelas eksperimen untuk kelas VC yang berjumlah 27 siswa. Instrumen dalam penelitian ini berupa angket yang terdiri dari 23 pernyataan yang sudah dinyatakan valid dan reliabel. Teknik analisis data yang digunakan yaitu uji normalitas menggunakan uji Liliefors, uji homogenitas menggunakan uji Fisher, dan uji hipotesis menggunakan uji-t. Hasil analisis uji-t untuk kedua kelas memperoleh nilai thitung>ttabel = 7,79 > 2,0084 , maka dapat disimpulkan bahwa H0 ditolak yang artinya terdapat pengaruh aplikasi wordwall terhadap motivasi belajar siswa kelas V di SDN Bojong Rawalumbu VI