Text

DEVELOPING MATHEMATICAL LITERACY LEARNING ENVIRONMENT FOR INCLUSIVE EDUCATION TEACHER

---

Mathematical literacy is a fundamental 21st-century competence that enables individuals to formulate, apply, and interpret mathematics in diverse real-life contexts. However, Indonesian students’ mathematical literacy performance, particularly in inclusive school settings, remains relatively low, as reflected in the PISA 2022 results. One of the main challenges lies in teachers’ limited understanding of mathematical literacy, difficulties in designing contextual and inclusive instruction, and the lack of sustainable professional learning environments. Therefore, this study aims to develop a Mathematical Literacy Learning Environment for Inclusive Education Teachers, known as MELECS-COM (Mathematical Literacy Learning Environment based on Course, Social Media, and Community). This study employed a design research approach of the development studies type, involving needs analysis, design, prototype development, and evaluation of potential impact. The learning environment was developed through literature review, contextual exploration, and focus group discussions with inclusive school teachers. The MELECS-COM framework integrates three main components: course-based learning, social media engagement, and professional community practice, grounded in the principles of Indonesian Realistic Mathematics Education (PMRI), embodied learning, and Yogyakarta cultural contexts. The findings indicate that the MELECS-COM learning environment effectively supports teachers in developing a deep conceptual understanding of mathematical literacy, designing culturally contextualized learning trajectories, and constructing mathematical literacy assessments aligned with the PISA 2022 framework and the Indonesian Academic Competency Test (TKA). Yogyakarta cultural tourism, wayang puppetry, and Mahabharata narratives serve as authentic and meaningful contexts for teaching ratio, proportion, and set concepts. Furthermore, the integration of social media and professional communities facilitates collaborative, reflective, and sustainable teacher professional learning. This study conceptualizes the development of mathematical literacy in inclusive schools as a systemic process centered on teachers’ professional learning environments. The MELECS-COM framework contributes both theoretically and practically by enriching existing models with inclusive, cultural, and embodied perspectives, while offering a contextualized and sustainable approach to advancing inclusive mathematics education in Indonesia.

---

Availability

Detail Information

Series Title

-

Call Number

T1925872025

Publisher

Palembang : Prodi Doktor Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya., 2025

Collation

xvi, 228 hlm.; ilus.; tab.; 29 cm.

Language

Indonesia

ISBN/ISSN

-

Classification

370.150 7

Content Type

Text

Media Type

-

Carrier Type

-

Edition

-

Subject(s)

Prodi Doktor Pendidikan Matematika
Developing Mathematical Literacy

Specific Detail Info

-

Statement of Responsibility

MI

Other version/related

File Attachment

Comments

---

You must be logged in to post a comment