Asesmen Penilaian Kompetensi Numerasi Beriorentasi Etnomatika Budaya Luwu
DOI:
https://doi.org/10.30605/jsgp.9.1.2026.7720Keywords:
Asesmen Penilaian, Kompetensi Numerasi, Etnomatika Budaya LuwuAbstract
Rendahnya kemampuan numerasi peserta didik serta kurangnya integrasi budaya lokal dalam asesmen matematika menjadi urgensi utama dalam pengembangan pendekatan pembelajaran yang kontekstual dan bermakna. Penelitian ini bertujuan untuk menganalisis dan mensintesis hasil-hasil studi terkait pengembangan numeracy assessment yang berorientasi pada ethnomathematics, local wisdom, dan Luwu culture dalam konteks mathematics education di Indonesia. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengikuti panduan PRISMA. Data dikumpulkan dari 22 artikel ilmiah terpilih yang diterbitkan pada periode 2019–2025 melalui basis data Google Scholar, Scopus, ScienceDirect, ResearchGate, dan Garuda. Hasil analisis menunjukkan bahwa penelitian asesmen numerasi di Indonesia mengalami perkembangan signifikan menuju pendekatan yang lebih kontekstual, digital, dan berbasis budaya lokal. Pendekatan ethnomathematics terbukti efektif dalam menjembatani konsep matematika abstrak dengan realitas sosial budaya peserta didik, meningkatkan motivasi, pemahaman konseptual, serta kesadaran budaya. Integrasi local wisdom memperkuat pembelajaran matematika yang humanistik dengan menanamkan nilai-nilai kearifan seperti gotong royong, keseimbangan, dan ketelitian dalam proses berpikir matematis. Sementara itu, kajian terhadap Luwu culture menunjukkan potensi besar dalam mengembangkan model asesmen numerasi yang berakar pada artefak budaya, seperti motif ukiran, arsitektur rumah adat, dan simbol kerajaan yang mencerminkan konsep simetri dan geometri. Secara keseluruhan, hasil penelitian menegaskan bahwa integrasi antara numeracy assessment, ethnomathematics, dan local wisdom berbasis Luwu culture menjadi strategi transformatif dalam memperkuat pendidikan matematika di era Merdeka Belajar. Pendekatan ini tidak hanya menilai kemampuan kognitif, tetapi juga menumbuhkan karakter, identitas budaya, serta kesadaran kontekstual peserta didik, sehingga mendukung terwujudnya pembelajaran matematika yang relevan, humanis, dan berkelanjutan. Sehingga novelty penelitian ini adalah penyajian sintesis komprehensif yang secara spesifik mengintegrasikan asesmen numerasi, ethnomathematics, dan local wisdom berbasis budaya Luwu. Melalui metode Systematic Literature Review (SLR), penelitian ini menyimpulkan adanya pola konseptual yang konsisten bahwa budaya Luwu berpotensi menjadi kerangka strategis pengembangan asesmen numerasi kontekstual dalam pendidikan matematika Indonesia.
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