Hubungan matematika–budaya pada arsitektur bubungan tinggi: Sebuah meta-analisis etnomatematika

Abstract

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik.

Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives

Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.