Analisis Komparatif Kurikulum Matematika Indonesia dan Inggris dalam Meningkatkan Literasi Numerasi

Nesa Aprilia, Suci Mustika Sari, Santika Lya Diah Pramesti

Abstract


The low level of numerical literacy in Indonesia necessitates the development of more adaptive mathematics curriculum innovations. This study aims to conduct a systematic comparative analysis between Indonesia's Kurikulum Merdeka and England's National Curriculum to strengthen students' numerical literacy skills in mathematics. Using a library research method, this study examines four key indicators: philosophy, content structure, pedagogical strategies, and mathematics assessment models. The results reveal that Indonesia excels in phase flexibility and contextual ethnomathematics approaches. Meanwhile, England shows strength in standardized attainment targets and logic enhancement through the Mathematics Mastery approach. The synthesis of this research indicates that integrating local contextual meaningfulness with a firm curriculum structure serves as a strategic solution for sustainably improving numerical literacy quality. This synergy is expected to create a mathematics learning ecosystem that is more meaningful, effective, and provides equitable opportunities for all students to face future global challenges.

Keywords


Literasi Numerasi, Matematika, Kurikulum Merdeka, National Curriculum, Studi Komparatif

Full Text:

PDF

References


Agustianingsih, F., & Fahrurrozi, F. (2024). Pengembangan Instrumen Assesmen Kompetensi Minimum (AKM) Literasi Numerasi untuk Siswa Kelas IV SD. (2024). NOTASI: Jurnal Pendidikan Matematika, 2(2), 69-80. https://doi.org/10.70115/notasi.v2i2.193

Annur, S., Afriantoni, A., Azhari, I., & Haqqi, A. (2024). Sistem Pendidikan di Indonesia, Inggris, dan Finlandia: Sebuah Studi Perbandingan. EDU SOCIETY: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 4(3), 1634-1644.

Astriani, N., Al Dhana, M. B., & Mesgianti, M. (2026). Pentingnya Kemampuan Literasi dan Numerasi pada Siswa. Ganesha: Jurnal Pengabdian Masyarakat, 6(1), 254-259. https://doi.org/10.36728/ganesha.v6i1.5847

Aulia, N., Sarinah, S., & Juanda, J. (2023). Analisis Kurikulum Merdeka dan Kurikulum 2013. Jurnal Literasi dan Pembelajaran Indonesia, 3(1), 14-20

Boylan, M., Maxwell, B., Wolstenholme, C., Jay, T., & Demack, S. (2018). The mathematics teacher exchange and 'mastery' in England: The evidence for the efficacy of component practices. Educ. Sci., 8(4), 202. https://doi.org/10.3390/educsci8040202

BSKAP Kemendikbudristek. (2024). Panduan Pengembangan Kurikulum Satuan Pendidikan Edisi Revisi. Jakarta: Kementrian Pendidikan, Kebudayaan, Riset dan Teknologi

Department for Education (DfE). (2014/Revised 2021). National Curriculum in England: Mathematics Programmes of Study.

Department for Education (DfE). (2014). National curriculum assessments: secondary and primary framework. London: UK Government.

Fianingrum, F., Novaliyosi, N., & Nindiasari, H. (2023). Kurikulum Merdeka pada Pembelajaran Matematika. Edukatif Jurnal Ilmu Pendidikan, 5(1), 132-137. https://doi.org/10.31004/edukatif.v5il.4507

Kemendikbudristek. (2022a). Kajian Akademik Kurikulum Merdeka

Kemendikbudristek. (2022b). Panduan Pembelajaran dan Asesmen: Pendidikan Dasar dan Menengah. Jakarta: BSAP.

Kullberg, A., Ingerman, Å., & Marton, F. (2024). The Variation Theory of Learning. In book: Planning and Analyzing Teaching. 20-29. DOI:10.4324/9781003194903-3

Majid, A., & Leesen, A. (2026). Analisis Profil Literasi Numerasi Siswa SD Berdasarkan Kerangka Asesmen Kompetensi Minimum (AKM). YASIN, 6(1), 91-103. https://doi.org/10.58578/yasin.v6i1.8652

Malikah, S., Winarti, W., Ayuningsih, F., Nugroho, M. R., Sumardi, S., & Murtiyasa, B. (2022). Manajemen Pembelajaran Matematika pada Kurikulum Merdeka. Edukatif: Jurnal Ilmu Pendidikan, 4(4), 5912-51918. https://doi.org/10.31004/edukatif.v4i4.3549

Mubarokah, N. L. ., Khuzaini, N. ., & ., S. (2024). Pengaruh Model Pembelajaran Realistic Mathematics Education Terhadap Kemampuan Literasi Numerasi Siswa. Jurnal Pendidikan, Sains Dan Teknologi, 3(1), 82–86. https://doi.org/10.47233/jpst.v3i1.1525

Mulyati, E. S., Azzahra, S. N., & Rachman ], I. F. (2024). Memperkuat Literasi dan Numerasi: Kunci Membangun Kualitas Pendidikan dalam Implementasj Kurikulum Merdeka. Jurnal Ilmiah Ekonomi Bisnis dan Akuntansi, 1(1), 26-35. https://doi.org/10.61722/jemba.v1i1.55

National Centre for Excellence in the Teaching of Mathematics (NCTEM). (2021). Teaching for Mastery: Supporting Research and Evidence.

OECD. (2023). Education in Indonesia: Rising to the Challenge.

OECD. (2023). PISA 2022 Results (Volume I and II) - Country Notes: Indonesia

Otniel, R., & Nurdina, N. (2025). Pengaruh Literasi Numerasi terhadap Hasil Belajar Matematika Siswa SMK. Jurnal Pendidikan Tambusai, 9(3), 40995–40997. https://doi.org/10.31004/jptam.v9i3.35483

Rudhito, M. A., Putra N. V., & Jonathan B. Y. A. (2024). Kajian Etnomatematika dalam Pembuatan Kue Lapis dan Implementasinya dalam Pembelajaran Matematika. Buana Matematika: Jurnal Ilmiah Matematika dan Pendidikan Matematika, 14(2), 179-196. https://doi.org/10.36456/buanamatematika.v14i2.8906

Sari, L. N., Fakhruddin, F., & Asha, L. (2025). Perbandingan Implementasi Kurikulum Merdeka di Indonesia dan The National Curriculum In England di Inggris dalam Pengembangan Keterampilan Abad 21. Jurnal Pendidikan PKMPI, 1(1), 01-10.

Simpson, A., & Wang, Y. (2023). Making Sense of ‘Mastery’: Understandings of a Policy Term Among Teachers in England. International Journal of Science and Mathematics Education. 21:581–600. https://doi.org/10.1007/s10763-021-10178-x

Sinaga, M. S., & Simanjorang, M. M. (2024). Analisis Kemampuan Literasi Numerasi Siswa SMA Negeri 1 Parmaksian yang Mengimplementasikan Kurikulum Merdeka. Jurnal Pembelajaran dan Matematika Sigma (JPMS), 10(2), 178-186. https://doi.org/10.36987/jpms.v10i2.6019

Skipp, C. S., & Dommett, E. J. (2021). Understanding and addressing the deficiencies in UK mathematics education: Taking an international perspective. Educ. Sci, 11(3). https://doi.org/10.3390/educsci11030141

Suyanto, S., Junaidi, I., & Mulyono, M. (2024). Systematic Literatur Review (SLR): Peran Pemecahan Masalah pada Kurikulum Matematika Tahap Kunci 1 dan 2 di Inggris. Journal on Education, 6(4), 22950-22968. https://doi.org/10.31004/joe.v6i4.7870

Taylor, R. (2016). The effects of accountability measures in English secondary schools: early and multiple entry to GCSE Mathematics assessments. Oxford Review of Education. https://doi.org/10.1080/03054985.2016.1197829

Yunita, Y., Zainuri, A., Ibrahim, I., Zulfi, A., & Mulyadi, M. (2023). Implementasi Kurikulum Merdeka Belajar. Jambura Journal of Education Management, 4(1), 16-25. https://doi.org/10.37411/jjem.v4i1.2122

Zahwa, N., Hilda, N. R., Astuti, T. K., Weryani, W., Prasetyawati, W., & Zulkardi, Z. Studi Literatur: Implementasi Merdeka Belajar Dalam Meningkatkan Mutu Pembelajaran Matematika Selama Pandemi. (2022). Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 8(1), 110-119. https://doi.org/10.35569/biormatika.v8i1.1186


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Nesa Aprilia, Nesa Aprilia, Nesa Aprilia, Nesa aprilia Aprilia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Education, Social Sciences, and Linguistics: Conference Series

Contact Admin:
Email: [email protected]
WhatsApp: +62 85739534084

ECS Visitor