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Edupreneurial Innovations in Mathematical Literacy and Global Instructional Practices

Aptisi Transactions on Technopreneurship (ATT) · Vol. 8 No. 2 (2026) · hlm. 578–591

DOI
10.34306/att.v8i2.722
ISSN
2656-8888, 2655-8807
Terbit
2026-05-18
Penerbit
Pandawan
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study provides a global synthesis of pedagogical innovations and research developments in mathematical literacy from 2022 to 2026, uniquely emphasizing an edupreneurial perspective that integrates entrepreneurial creativity into mathematics education through innovative teaching and learning practices. The analysis utilizes the Scopus, ERIC, and Google Scholar databases to identify global trends and research gaps. Employing the Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, a total of 564 articles were initially identified, with selected studies analyzed to address predefined research questions. The review highlights that research on mathematical literacy is predominantly characterized by qualitative and quantitative approaches, with junior high school students as the most frequent subjects and research settings. A growing trend in edupreneurial pedagogical practices is evident through the integration of contextual problem-solving strategies, ethnomathematical perspectives, and technology-enhanced learning models. Recommendations for future research and policy include strengthening teacher conceptual understanding of mathematical literacy, developing contextually rich assessment models, advancing technology-integrated instruction, and expanding research toward psychological factors influencing mathematical literacy. Moreover, the study underscores the need for increased research at the vocational education level and calls for education policymakers to design and implement professional development programs aimed at enhancing teachers’ and students’ competencies in mathematical literacy through innovative, entrepreneurial-based learning approaches.

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  • State University of Semarang
  • Universitas Airlangga
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Kartono KartonoUniversitas Airlangga23
Sugiman SugimanAfiliasi tidak diketahui16
Masrukan MasrukanState University of Semarang12
Mulyono MulyonoAfiliasi tidak diketahui11
Isnarto IsnartoAfiliasi tidak diketahui9
Amin SuyitnoAfiliasi tidak diketahui8
Putriaji HendikawatiAfiliasi tidak diketahui7
Adi Nur CahyonoAfiliasi tidak diketahui7
Kristina WijayantiAfiliasi tidak diketahui6
St. Budi WaluyaAfiliasi tidak diketahui5
Muhammad KharisAfiliasi tidak diketahui5
Budi WaluyaAfiliasi tidak diketahui5
Mohammad AsikinAfiliasi tidak diketahui5
Isti HidayahAfiliasi tidak diketahui5
Tri Sri Noor AsihAfiliasi tidak diketahui5
Rochmad RochmadAfiliasi tidak diketahui4
Edy SoedjokoAfiliasi tidak diketahui4
Dwijanto DwijantoAfiliasi tidak diketahui4
Zaenuri ZaenuriState University of Semarang4
YL SukestiyarnoAfiliasi tidak diketahui4
Ani RusilowatiState University of Semarang3
Arief AgoestantoAfiliasi tidak diketahui3
Endang Retno WinartiAfiliasi tidak diketahui3
Iwan JunaediState University of Semarang3
Sukestiyarno SukestiyarnoAfiliasi tidak diketahui3
Farida NursyahidahState University of Semarang2
Kristina WijayantiState University of Semarang2
Sugiman SugimanState University of Semarang2
Saiful RidloState University of Semarang2
Yuninda Diah PratiwiAfiliasi tidak diketahui2
Endang SetyowatiAfiliasi tidak diketahui2
Yohanes Leonardus SukestiyarnoState University of Semarang2
Ice AfriyantiAfiliasi tidak diketahui2
Mashuri MashuriAfiliasi tidak diketahui2

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://att.aptisi.or.id/index.php/att/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Edupreneurial Innovations in Mathematical Literacy and Global Instructional Practices</dc:title>
	<dc:creator xml:lang="en">Sumliyah, Sumliyah</dc:creator>
	<dc:creator xml:lang="en">Wardono, Wardono</dc:creator>
	<dc:creator xml:lang="en">Mariani, Scolastika</dc:creator>
	<dc:creator xml:lang="en">Waluya, Stevanus Budi</dc:creator>
	<dc:creator xml:lang="en">Pujiastuti, Emi</dc:creator>
	<dc:creator xml:lang="en">Ani, Nyree</dc:creator>
	<dc:subject xml:lang="en">Mathematical Literacy</dc:subject>
	<dc:subject xml:lang="en">Edupreneurship</dc:subject>
	<dc:subject xml:lang="en">Pedagogical Innovation</dc:subject>
	<dc:subject xml:lang="en">Research Gaps</dc:subject>
	<dc:subject xml:lang="en">Education Policy</dc:subject>
	<dc:description xml:lang="en">This study provides a global synthesis of pedagogical innovations and research developments in mathematical literacy from 2022 to 2026, uniquely emphasizing an edupreneurial perspective that integrates entrepreneurial creativity into mathematics education through innovative teaching and learning practices. The analysis utilizes the Scopus, ERIC, and Google Scholar databases to identify global trends and research gaps. Employing the Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, a total of 564 articles were initially identified, with selected studies analyzed to address predefined research questions. The review highlights that research on mathematical literacy is predominantly characterized by qualitative and quantitative approaches, with junior high school students as the most frequent subjects and research settings. A growing trend in edupreneurial pedagogical practices is evident through the integration of contextual problem-solving strategies, ethnomathematical perspectives, and technology-enhanced learning models. Recommendations for future research and policy include strengthening teacher conceptual understanding of mathematical literacy, developing contextually rich assessment models, advancing technology-integrated instruction, and expanding research toward psychological factors influencing mathematical literacy. Moreover, the study underscores the need for increased research at the vocational education level and calls for education policymakers to design and implement professional development programs aimed at enhancing teachers’ and students’ competencies in mathematical literacy through innovative, entrepreneurial-based learning approaches.</dc:description>
	<dc:publisher xml:lang="en">Pandawan</dc:publisher>
	<dc:date>2026-05-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://att.aptisi.or.id/index.php/att/article/view/722</dc:identifier>
	<dc:identifier>10.34306/att.v8i2.722</dc:identifier>
	<dc:source xml:lang="en">Aptisi Transactions on Technopreneurship (ATT); Vol. 8 No. 2 (2026): July; 578-591</dc:source>
	<dc:source xml:lang="id">Aptisi Transactions On Technopreneurship (ATT); Vol 8 No 2 (2026): July; 578-591</dc:source>
	<dc:source>2656-8888</dc:source>
	<dc:source>2655-8807</dc:source>
	<dc:source>10.34306/att.v8i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://att.aptisi.or.id/index.php/att/article/view/722/490</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Sumliyah, Wardono Wardono, Scolastika Mariani, Stevanus Budi Waluya, Emi Pujiastuti, Nyree Ani</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>