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Pentingnya kemampuan literasi matematika atau numerasi menyebabkan banyak penelitian dilakukan untuk meningkatkan kemampuan literasi matematika atau numerasi. Untuk memberikan hasil pemetaan tren penelitian agar menumbuhkan ide penelitian baru dalam topik literasi matematika atau numerasi, penelitian ini dilakukan untuk mengkaji tren penelitian tentang literasi matematika atau numerasi di Indonesia dengan menggunakan Systematic Literature Review (SLR). Artikel ilmiah yang dikaji merupakan artikel yang terbit pada Jurnal pendidikan matematika terakreditasi SINTA 1 dan SINTA 2 mulai Januari 2013 sampai Juni 2023. Hasil penelitian menunjukan bahwa publikasi artikel terkait literasi matematika atau numerasi mulai Januari 2013 mengalami kenaikan mulai tahun 2018 dan tertinggi pada tahun 2022. Jenis penelitian yang paling banyak digunakan adalah kualitatif. RME adalah pendekatan pembelajaran yang sering digunakan dalam penelitian literasi matematika atau numerasi. Variabel lain yang sering dikaitkan adalah variabel budaya. Metode analisis data yang sering digunakan adalah statistika deskriptif dan instrumen penelitian yang sering digunakan adalah tes. Subjek penelitian yang paling sering diteliti adalah siswa kelas VIII. Rekomendasi penelitian yang dapat dilakukan kedepannya antara lain menggunakan penelitian tindakan kelas (CAR) atau mixed method, memperluas subjek penelitian pada tingkat SD, kelas IX, SMA, S2, S3 dan guru untuk memberikan wawasan terkait kemampuan literasi matematika atau numerasi di jenjang tersebut The importance of mathematical literacy or numeracy skills has led to a lot of research being conducted to improve mathematical literacy or numeracy skills. To provide research trend mapping results to foster new research ideas on the topic of mathematical literacy or numeracy, research was conducted to examine research trends on mathematical literacy or numeracy in Indonesia using a Systematic Literature Review (SLR). The scientific articles studied were articles published in the accredited mathematics education journals SINTA 1 and SINTA 2 from January 2013 to June 2023. The research results show that the publication of articles related to mathematical literacy or numeracy from January 2013 experienced an increase starting in 2018 and was highest in 2022. The most widely used type of research is qualitative. RME is a learning approach that is often used in research on mathematical literacy or numeracy. Another variable that is often linked is cultural variables. The data analysis method that is often used is descriptive statistics and the research instrument that is often used is tests. The research subjects most often studied are class VIII students. Recommendations for research that can be carried out in the future include using classroom action research (CAR) or mixed methods, expanding research subjects at the elementary, class IX, high school, master's, and doctoral levels, and teachers to provide insight into mathematical literacy or numeracy skills at these levels.

Due to the environmental concerns, the application of natural FRPs to replace synthetic fibre as a strengthening material has increased. Kenaf fibre-reinforced polymer (KFRP) has comparable specific strength with glass fibre-reinforced polymer (GFRP). Moreover, epoxy resin is widely used as a matrix of composites and adhesives; however, it has low shear strength. Improvement of epoxy properties is therefore required, for example, by incorporating biofiller such as eggshells from household waste, which contain calcite, to improve its shear strength. Testing series includes variations of KFRP bond length, KFRP thickness and eggshell filler volume fractions. All the DSJ specimens underwent a two-stage testing process, experimentally and numerically. In Stage 1, experimental work was performed on the specimens through quasi-static tensile tests, following the ASTM D3528–96. In Stage 2, numerical studies were conducted to predict the strength using the extended finite element method (XFEM) within ABAQUS CAE. Subsequently, the strength prediction from developed 2-D FEA models was validated by the experimental datasets. All testing specimens exhibited KFRP rupture mode. For all the studied overlap lengths, the joint strength increased with the increase of the studied composite's adherend thickness (1 - 4 mm); however, the overlap length reached the optimum at the overlap length of 80 mm, where beyond that overlap length, the joint strength tended to decrease. The maximum joint strength is achieved with a combination of 80 mm bond length and 4 mm KFRP thickness, resulting in a 226.5% enhancement compared to the baseline (composite thickness of 1 mm, with adhesive without filler). Moreover, it was found that volume fraction of 5% eggshell was the optimum. The strength prediction was performed using an extended finite element method (XFEM), In general, there were good agreements in both experimental datasets and XFEM models, with discrepancies of less than 16.1% (averaging less than 8%). The FEA modelling approaches are promising for predicting the joint strength of KFRP/steel DSJ.

This research develops learning media with a Science, Technology, Engineering, Art, Mathematics (STEAM) approach based on Augmented Reality (AR) to improve students' mathematical problem-solving abilities on geometric concepts. This method uses design-based research (DBR). The development stages consist of needs assessment and literature review, design and development, user testing to analyze user responses and evaluation and examination of the media devices being developed. The research subjects for expert tests included media experts and education experts, practicality tests for teachers, response tests for ten high school students, and examination stage tests for 30 high schools in Indonesia. The instruments used were media expert questionnaires, education expert questionnaires, practicality questionnaires, and tests. The media developed is called Augmented Reality Mathematics (ARM). The results of this research are 1) ARM media expert test in the very good category, 2) ARM educational media expert test in the very good category, 3) ARM media practicality test in the good category, 4) responses from students who use ARM media in the very good category, and 5) ARM media can improve mathematical problem-solving abilities in the moderate category. The findings of this research are that AR media is effectively used to improve students' problem-solving abilities in medium-category geometry concepts using the STEAM approach. This research concludes that using ARM media with STEAM learning can improve problem-solving abilities in geometric concepts.

In this new era, computational thinking is becoming increasingly intriguing for indepth study. The 2022 PISA framework illustrates that computational thinking can play a significant role in solving real-world mathematical problems, both in formulating problems and in mathematical reasoning processes. Many countries have integrated computational thinking into their curricula, starting as early as elementary education. The 2022 PISA framework marks the first time that substantial attention has been given to the intersection between computational thinking and mathematical thinking. Consequently, research was conducted to analyze the validation process, practicality, and effectiveness of using integrated computational thinking and mathematical practical design thinking to enhance students' computational thinking skills. The research results demonstrate that the integrated computational thinking and mathematical thinking learning design are highly suitable for implementation. According to expert judgment, its validity rate is 95.5%, with a practicality score of 93.75%. The instructional design applied in this study has proven to be effective in enhancing the computational thinking skills of elementary school students. It's important to note that this research is limited to elementary school students, and further studies are needed to explore this topic at higher education levels.

The ethnomathematics approach is considered effective on students' mathematics learning achievement. Integrating culture and mathematics can provide meaningful mathematics learning so that it makes it easier for students to understand mathematical concepts. However, previous research investigating the effectiveness of applying an ethnomathematics approach to mathematics learning achievement showed ambiguous results. Therefore, this study will test the effectiveness of the ethnomathematics approach to student achievement compared to conventional learning with a meta-analysis approach. This study analyzed 14 effect sizes from 11 primary studies published in national and international journals that met the inclusion criteria. Data collection uses the online database Google Scholar, Education Resources Information Center (ERIC), Directory of Open Access (DOAJ), Springer publishing, AIP Proceedings, IOP Sciences, and Elsevier. The results of the analysis using the random-effect approach obtained a combined effect size of (d=1.35; p<0.05). This value is included in the very large effect category. Therefore, it can be concluded that the use of the ethnomathematics approach has a significant effect on students' mathematics achievement when compared to conventional learning. The findings of this meta-analysis show the consistency of the publication of research results regarding the effectiveness of using the ethnomathematics approach to student achievement. This research can also be used as a basis for decision making by educators in improving the quality of learning mathematics in the classroom.

Eggshells are daily food waste disposed of in landfills, producing environmental issues and an unpleasant odour. Eggshells powder may be suitably applied as a filler in epoxy resins to improve their mechanical properties. The material properties and fracture energy of toughened epoxy with eggshell powder (TEEP) were measured and investigated. Dog-bone specimens were fabricated to investigate the mechanical properties of TEEP (i.e. elastic modulus, Poisson's ratios and tensile strength) and tested under quasi-static tensile loading. Double Cantilever Beam (DCB) and End-Notched Flexure (ENF) tests were used to determine the mode I and Mode II fracture energies of TEEP specimens, respectively. For this purpose, oven-dried eggshells were crushed into particles size of 100 µm. The volume fraction of eggshell powder as filler in TEEP is designated as 0%, 2.5%, 5%, and 10%. The epoxy resin system was made by mixing EPIKOTE Resin 828 and Hardener 651 with a mixing ratio of 5:2 by weight. The results showed that the tensile strength, elastic modulus, fracture energy in Mode I and Mode II were optimum at TEEP 5% with an enhancement of 36.8%, 24.9%, 60.3% and 166.3%, respectively compared to that of neat epoxy. This is due to better surface roughness and the ability of eggshell powder as a crack arrestor. However, TEEP with 10% eggshell prone to agglomeration of eggshell powder caused poor bonding with epoxy resin and affect the mechanical properties. [ABSTRACT FROM AUTHOR]

The ethnomathematics approach is considered effective on students' mathematics learning achievement. Integrating culture and mathematics can provide meaningful mathematics learning so that it makes it easier for students to understand mathematical concepts. However, previous research investigating the effectiveness of applying an ethnomathematics approach to mathematics learning achievement showed ambiguous results. Therefore, this study will test the effectiveness of the ethnomathematics approach to student achievement compared to conventional learning with a meta-analysis approach. This study analyzed 14 effect sizes from 11 primary studies published in national and international journals that met the inclusion criteria. Data collection uses the online database Google Scholar, Education Resources Information Center (ERIC), Directory of Open Access (DOAJ), Springer publishing, AIP Proceedings, IOP Sciences, and Elsevier. The results of the analysis using the random-effect approach obtained a combined effect size of (d=1.35; p<0.05). This value is included in the very large effect category. Therefore, it can be concluded that the use of the ethnomathematics approach has a significant effect on students' mathematics achievement when compared to conventional learning. The findings of this meta-analysis show the consistency of the publication of research results regarding the effectiveness of using the ethnomathematics approach to student achievement. This research can also be used as a basis for decision making by educators in improving the quality of learning mathematics in the classroom. [ABSTRACT FROM AUTHOR]