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STRUKTUR KURIKULUM DAN PENGEMBANGAN KOMPETENSI NUMERASI: ANALISIS KOMPARATIF PENDIDIKAN MATEMATIKA DI INDONESIA DAN FINLANDIA

Struktur Kurikulum dan Pengembangan Kompetensi Numerasi: Analisis Komparatif Pendidikan Matematika di Indonesia dan Finlandia

De Fermat: Jurnal Pendidikan Matematika · Vol. 9 No. 1 (2026) · pp. 793–806

DOI
10.36277/defermat.v9i1.2561
ISSN
2621-7309, 2621-6078
Published
2026-06-26
Publisher
Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan
Language
eng

Abstract

English

Numeracy competence is a fundamental skill that determines students' readiness to meet twenty-first century demands. Persistent cross-national gaps in achievement, most recently documented in PISA 2022, suggest that differences in curriculum design play a substantial role in shaping those disparities. This study examined the relationship between mathematics curriculum structure and the development of numeracy competence through a comparative analysis of Indonesia and Finland. A Systematic Literature Review (SLR) guided by the PRISMA 2020 framework was conducted across Google Scholar, Scopus, and SINTA databases using Publish or Perish, producing 15 articles from an initial pool of 130 based on predetermined inclusion criteria and quality appraisal using an instrument adapted from the Critical Appraisal Skills Programme (CASP). Thematic analysis suggests that Finland's coherent, conceptually oriented curriculum appears to be associated with the development of students' reasoning and problem-solving abilities, whereas Indonesia's curriculum, which remains comparatively fragmented and procedurally focused, appears to constrain the development of contextual numeracy. The results indicate that curriculum effectiveness in supporting numeracy is determined not merely by written content, but by the extent to which curriculum structure shapes students' overall learning experiences. The implications of this study are relevant to curriculum policy and mathematics curriculum design in Indonesia.

Indonesian

Kompetensi numerasi merupakan keterampilan fundamental yang menentukan kesiapan siswa menghadapi tuntutan abad ke-21, namun kesenjangan capaian antarnegara yang tercermin dalam hasil PISA 2022 menunjukkan bahwa perbedaan desain kurikulum berperan signifikan dalam membentuk perbedaan tersebut. Penelitian ini bertujuan melakukan analisis komparasi pendidikan matematika di Indonesia dan Finlandia, khususnya keterkaitan antara struktur kurikulum matematika dan pengembangan kompetensi numerasi. Dengan menggunakan pendekatan Systematic Literature Review (SLR) yang mengacu pada panduan PRISMA 2020, pencarian literatur dilakukan melalui basis data Google Scholar, Scopus, dan SINTA menggunakan aplikasi Publish or Perish, yang menghasilkan 15 artikel terpilih dari 130 artikel awal berdasarkan kriteria inklusi yang telah ditetapkan. Analisis tematik menunjukkan bahwa kurikulum Finlandia yang koheren dan berorientasi konseptual berkaitan erat dengan berkembangnya kemampuan penalaran dan pemecahan masalah siswa, sementara kurikulum Indonesia yang masih cenderung terfragmentasi dan prosedural tampaknya membatasi perkembangan numerasi kontekstual. Temuan ini mengindikasikan bahwa efektivitas kurikulum dalam mendukung numerasi tidak semata ditentukan oleh isi dokumen, melainkan oleh bagaimana struktur kurikulum membentuk keseluruhan pengalaman belajar siswa. Implikasi penelitian ini relevan bagi pengembangan kebijakan dan desain kurikulum matematika di Indonesia.

Keywords

Collaboration network of the authors

10 authors · 31 co-authorship links · 7 across different organisations

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  • Indonesia Open University
  • IPB University
  • Affiliation unknown
  • Different organisations
  • Same organisation
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Co-authorOrganisationJoint articles
Sari KistianaAffiliation unknown1
Desy Nuri FajarningtiyasAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/oai, first harvested 29 Oct 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">STRUKTUR KURIKULUM DAN PENGEMBANGAN KOMPETENSI NUMERASI: ANALISIS KOMPARATIF PENDIDIKAN MATEMATIKA DI INDONESIA DAN FINLANDIA</dc:title>
	<dc:title xml:lang="id">Struktur Kurikulum dan Pengembangan Kompetensi Numerasi: Analisis Komparatif Pendidikan Matematika di Indonesia dan Finlandia</dc:title>
	<dc:creator xml:lang="id">Wahyudi, Muhammad Ilham</dc:creator>
	<dc:creator xml:lang="id">Mira, Itun Delima</dc:creator>
	<dc:creator xml:lang="id">Megawati, Megawati</dc:creator>
	<dc:creator xml:lang="id">Rahayu, Muji</dc:creator>
	<dc:creator xml:lang="id">Nurhasdira, Nurhasdira</dc:creator>
	<dc:creator xml:lang="id">Sugiarti, Nurvita</dc:creator>
	<dc:creator xml:lang="id">Rachmat, Rosa</dc:creator>
	<dc:creator xml:lang="id">Riany, Yulina Eva</dc:creator>
	<dc:subject xml:lang="en">curriculum structure</dc:subject>
	<dc:subject xml:lang="en">numeracy competence</dc:subject>
	<dc:subject xml:lang="en">mathematics education</dc:subject>
	<dc:subject xml:lang="en">comparative study</dc:subject>
	<dc:subject xml:lang="en">systematic literature review</dc:subject>
	<dc:subject xml:lang="id">struktur kurikulum</dc:subject>
	<dc:subject xml:lang="id">kompetensi numerasi</dc:subject>
	<dc:subject xml:lang="id">pendidikan matematika</dc:subject>
	<dc:subject xml:lang="id">studi komparatif</dc:subject>
	<dc:subject xml:lang="id">systematic literature review</dc:subject>
	<dc:description xml:lang="en">Numeracy competence is a fundamental skill that determines students' readiness to meet twenty-first century demands. Persistent cross-national gaps in achievement, most recently documented in PISA 2022, suggest that differences in curriculum design play a substantial role in shaping those disparities. This study examined the relationship between mathematics curriculum structure and the development of numeracy competence through a comparative analysis of Indonesia and Finland. A Systematic Literature Review (SLR) guided by the PRISMA 2020 framework was conducted across Google Scholar, Scopus, and SINTA databases using Publish or Perish, producing 15 articles from an initial pool of 130 based on predetermined inclusion criteria and quality appraisal using an instrument adapted from the Critical Appraisal Skills Programme (CASP). Thematic analysis suggests that Finland's coherent, conceptually oriented curriculum appears to be associated with the development of students' reasoning and problem-solving abilities, whereas Indonesia's curriculum, which remains comparatively fragmented and procedurally focused, appears to constrain the development of contextual numeracy. The results indicate that curriculum effectiveness in supporting numeracy is determined not merely by written content, but by the extent to which curriculum structure shapes students' overall learning experiences. The implications of this study are relevant to curriculum policy and mathematics curriculum design in Indonesia.</dc:description>
	<dc:description xml:lang="id">Kompetensi numerasi merupakan keterampilan fundamental yang menentukan kesiapan siswa menghadapi tuntutan abad ke-21, namun kesenjangan capaian antarnegara yang tercermin dalam hasil PISA 2022 menunjukkan bahwa perbedaan desain kurikulum berperan signifikan dalam membentuk perbedaan tersebut. Penelitian ini bertujuan melakukan analisis komparasi pendidikan matematika di Indonesia dan Finlandia, khususnya keterkaitan antara struktur kurikulum matematika dan pengembangan kompetensi numerasi. Dengan menggunakan pendekatan Systematic Literature Review (SLR) yang mengacu pada panduan PRISMA 2020, pencarian literatur dilakukan melalui basis data Google Scholar, Scopus, dan SINTA menggunakan aplikasi Publish or Perish, yang menghasilkan 15 artikel terpilih dari 130 artikel awal berdasarkan kriteria inklusi yang telah ditetapkan. Analisis tematik menunjukkan bahwa kurikulum Finlandia yang koheren dan berorientasi konseptual berkaitan erat dengan berkembangnya kemampuan penalaran dan pemecahan masalah siswa, sementara kurikulum Indonesia yang masih cenderung terfragmentasi dan prosedural tampaknya membatasi perkembangan numerasi kontekstual. Temuan ini mengindikasikan bahwa efektivitas kurikulum dalam mendukung numerasi tidak semata ditentukan oleh isi dokumen, melainkan oleh bagaimana struktur kurikulum membentuk keseluruhan pengalaman belajar siswa. Implikasi penelitian ini relevan bagi pengembangan kebijakan dan desain kurikulum matematika di Indonesia.</dc:description>
	<dc:publisher xml:lang="en">Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2561</dc:identifier>
	<dc:identifier>10.36277/defermat.v9i1.2561</dc:identifier>
	<dc:source xml:lang="en">De Fermat : Jurnal Pendidikan Matematika; Vol. 9 No. 1 (2026); 793-806</dc:source>
	<dc:source>2621-7309</dc:source>
	<dc:source>2621-6078</dc:source>
	<dc:source>10.36277/defermat.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2561/278</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 De Fermat : Jurnal Pendidikan Matematika</dc:rights>
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