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Edupreneurial Innovations in Mathematical Literacy and Global Instructional Practices

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

DOI
10.34306/att.v8i2.722
ISSN
2656-8888, 2655-8807
Published
2026-05-18
Publisher
Pandawan
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 268 co-authorship links · 6 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Airlangga
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Kartono KartonoUniversitas Airlangga23
Sugiman SugimanAffiliation unknown16
Masrukan MasrukanState University of Semarang12
Mulyono MulyonoAffiliation unknown11
Isnarto IsnartoAffiliation unknown9
Amin SuyitnoAffiliation unknown8
Putriaji HendikawatiAffiliation unknown7
Adi Nur CahyonoAffiliation unknown7
Kristina WijayantiAffiliation unknown6
St. Budi WaluyaAffiliation unknown5
Muhammad KharisAffiliation unknown5
Budi WaluyaAffiliation unknown5
Mohammad AsikinAffiliation unknown5
Isti HidayahAffiliation unknown5
Tri Sri Noor AsihAffiliation unknown5
Rochmad RochmadAffiliation unknown4
Edy SoedjokoAffiliation unknown4
Dwijanto DwijantoAffiliation unknown4
Zaenuri ZaenuriState University of Semarang4
YL SukestiyarnoAffiliation unknown4
Ani RusilowatiState University of Semarang3
Arief AgoestantoAffiliation unknown3
Endang Retno WinartiAffiliation unknown3
Iwan JunaediState University of Semarang3
Sukestiyarno SukestiyarnoAffiliation unknown3
Farida NursyahidahState University of Semarang2
Kristina WijayantiState University of Semarang2
Sugiman SugimanState University of Semarang2
Saiful RidloState University of Semarang2
Yuninda Diah PratiwiAffiliation unknown2
Endang SetyowatiAffiliation unknown2
Yohanes Leonardus SukestiyarnoState University of Semarang2
Ice AfriyantiAffiliation unknown2
Mashuri MashuriAffiliation unknown2

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://att.aptisi.or.id/index.php/att/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>