CRITICAL NUMERACY BASED ON MAJAPAHIT ETHNOMATHEMATICS: SYNTHESIZING CRITICAL THINKING AND NUMERACY LITERACY
DOI:
https://doi.org/10.62388/prisma.v5i2.634Keywords:
Critical Thinking, Numeracy Literacy, Critical Numeracy, Ethnomathematics, Deep LearningAbstract
Critical thinking and numeracy literacy have largely been studied as two standalone competencies, so their integration in mathematics learning remains limited. This conceptual article aims to synthesize critical thinking and numeracy literacy into the construct of critical numeracy, and to position digital ethnomathematics as a contextual vehicle for its development. The study employed a narrative review method of literature published between 2015 and 2026, retrieved through the Scopus, Web of Science, and Google Scholar databases. The synthesis shows that critical numeracy is a capacity that integrates the dimensions of critical thinking (FRISCO) with numeracy literacy through four key capabilities Understanding, Criticality, Community, and Creativity which are explicitly distinguished from earlier versions of the critical numeracy construct through their mapping onto the FRISCO framework. This construct aligns with the principles of Deep Learning (Meaningful, Mindful, and Joyful Learning) within the Merdeka Curriculum, while digital ethnomathematics grounded in Majapahit culture is proposed as an authentic context that connects mathematical reasoning with real-life problems. This article produces a Conceptual Model of Critical Numeracy Based on Majapahit Ethnomathematics as a theoretical foundation for developing assessment instruments, instructional models, and empirical research at the junior high school level in Indonesia.
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