Indonesian Journal of Educational Development (IJED)
Volume 5, Issue 4, 2025, pp. 412-418
ISSN 2722-1059 (Online); ISSN 2722-3671 (Print)
DOI: https://doi.org/10.59672/ijed.v5i4.4253

THE CONCEPT OF A MATHEMATICS LITERACY LEARNING
MODEL BASED ON LOCAL WISDOM IN INCLUSIVE HIGH
SCHOOLS IN DENPASAR CITY
I Komang Sukendra*)1, Putu Dessy Fridayanthi2
1Universitas PGRI Mahadewa Indonesia, Denpasar, Bali, Indonesia; kmgsukendra70@gmail.com
2Universitas PGRI Mahadewa Indonesia, Denpasar, Bali, Indonesia; ecy.mcbali@gmail.com
*)Corresponding author: I Komang Sukendra; E-mail addresses: kmgsukendra70@gmail.com

Abstract. Inclusive schools with an educational service
system require that children with special needs be educated
Article history:
alongside their peers according to their abilities. Until now, a
Received December 09, 2024
model for mathematics literacy learning based on local
Revised January 10, 2025
wisdom in inclusive high schools has not been available. This
Accepted January 16, 2025
study aims to: (1) Analyze local wisdom in inclusive high
Available online February 20, 2025
schools, (2) Analyze the model of mathematics literacy
learning based on local wisdom in inclusive high schools, and
Keywords: local wisdom; mathematics
(3) Construct the concept of a mathematics literacy learning
literacy; learning model; inclusive school
model based on local wisdom in inclusive high schools. This
study uses both quantitative and qualitative approaches. The
Copyright ©2025 by Author. Published by Lembaga
quantitative results illustrate the analysis of the influence of
Penelitian dan Pengabdian kepada Masyarakat
local wisdom-based learning (X) on learning independence
Universitas PGRI Mahadewa Indonesia
(Y1) and student creativity (Y2), as well as the role of teachers
in developing mathematics literacy learning models in
inclusive high schools in Denpasar City. The qualitative approach is conducted to complement the
data collected using the quantitative approach. The qualitative analysis results can be summarized as
follows: (1) The model for mathematics literacy learning based on local wisdom in inclusive high
schools needs improvement. (2) The implemented model of mathematics literacy learning based on
local wisdom in inclusive high schools are highly varied, and (3) It is urgent and necessary to
formulate a new concept for a mathematics literacy learning model based on local wisdom for
students in inclusive education schools. The development of this new concept needs to involve
various parties, including policymakers, community leaders, and program implementers such as
school principals, teachers, and parents..
ARTICLE INFO

INTRODUCTION
Children with special needs can be defined as children who require education tailored to their
learning obstacles and individual needs (Ahdiyat et al., 2017). The scope of children with
special needs concept can be categorized into two main groups: children with temporary
special needs and children with permanent special needs (Fransisca et al., 2021). An inclusive
school is one that provides educational services requiring that children with special needs be
educated at school according to their abilities alongside their peers (Lastaria, 2019). Inclusive
education is an approach aimed at meeting the learning needs of all children without
differentiation or separation (Sakiinatullaila, 2020). Inclusive education involves placing
children with mild, moderate, and severe disabilities fully in regular classes. Learning barriers
experienced by an individual provide teachers with insight into what kind of assistance
Indonesian Journal of Educational Development (IJED), 5(4), pp. 412-418

412

should be given to that child. When a teacher starts thinking about what support should be
provided to a particular child, they are essentially identifying that child's learning needs (Ulva
et al., 2020).
The concept of mathematics literacy must be connected to reality, be close to students, and
be relevant to community life to have humanistic value. Mathematical material should be
presented as human activity. However, the concepts of mathematics literacy that are taught
may seem far from students' daily lives. One alternative solution is education that shapes
students' characters in accordance with the character traits passed down. Education based
on local wisdom is education that is more grounded in cultural values (Harahap, F. S., 2022).
Improvements in students' understanding of mathematics literacy concepts tend to be
significant due to the teaching model applied (Widana et al, 2023). In mathematics literacy
learning, local wisdom can bring mathematics closer to everyday life or the environment
where students live. In terms of character education reinforcement, local wisdom contains
character values based on the noble values of national culture (Ikhwanudin, 2018). Local
wisdom has diverse values, and the way of delivering or educating students to understand
those values can also differ. The implementation of cultural values or local traditions in
teaching is crucial for teachers to focus on today. The use of modules based on local wisdom
is expected to preserve the positive culture values of nation in learning and lead to optimal
learning outcomes (Rahmawati et al., 2022).
Therefore, the development of a learning model based on local wisdom is crucial in
developing uniqueness and culture. Education based on local wisdom equips students with
knowledge, skills, and behaviors to have a deep understanding of the environment and the
needs of society in line with local values/rules and supports regional and national
development (Pujiastuti, H., & Mutaqin, 2020). Local wisdom is a broad and comprehensive
phenomenon found in traditions, history, education, arts, religion, and more (Wibowo et al.,
2023). Local wisdom has diverse values, and the approach to educating students to
understand these values may vary. The use of modules based on local wisdom is expected to
preserve the positive cultural values of the nation in learning and result in maximum learning
outcomes (Widana, 2022).
Inclusive education is a promising development, but on the other hand, there are
fundamental issues currently faced, namely whether children with special needs in inclusive
schools have received appropriate and effective learning services (Surat & Sukendra, 2022).
However, in daily practice, it seems that teachers may not fully understand the learning
difficulties faced by these students (Tarjiah, 2015). Inclusive schools are those that
accommodate all students in the same class. These schools provide an appropriate and
challenging education program tailored to the abilities and needs of each student, with
support from teachers to ensure students succeed (Ahdiyat, 2017). The research findings
show that the model for teaching mathematics in inclusive schools must differ. A
mathematics literacy learning model based on local wisdom can accommodate all students,
including those with special needs (Difinubun, 2022). There must be a new concept for a
mathematics literacy learning model based on local wisdom in inclusive schools to support
the fulfillment of children's learning needs. The research objectives are: (1) To analyze the
concept of local wisdom in inclusive high schools, (2) To analyze the mathematics literacy
learning model based on local wisdom in inclusive high schools, and (3) To construct a
concept for a mathematics literacy learning model based on local wisdom in inclusive high
schools.
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413

The urgency of research on the mathematics literacy learning model in inclusive schools is
to accommodate all students, including those with special needs (Rianto, 2023). The research
findings show that in the learning process across various subjects, particularly mathematics
literacy, educators provide good services to both special needs and non-special needs
students (Sukendra et al., 2022). Furthermore, the involvement of parents and the provision
of facilities and infrastructure are critical components that must be considered in the
implementation of mathematics literacy learning model in inclusive schools (Sukendra et al.,
2023). Until now, there has been no established concept for a mathematics literacy learning
model based on local wisdom in inclusive education. Therefore, this research is urgently
needed to meet children's learning needs. The relevance of this research is to construct a new
concept for a mathematics literacy learning model based on local wisdom for inclusive
schools.
METHOD
The data were analyzed using descriptive statistics. The results of qualitative and quantitative
data analysis were used as the basis for formulating a draft concept for a mathematics literacy
learning model based on local wisdom in inclusive high schools. The design of this new
learning model concept involved the education department, the community, parents, and
mathematics teachers (Yudiani, 2022). The research population comprised educational units
providing services for inclusive students in Denpasar. The research object was the
mathematics literacy learning model based on local wisdom implemented in educational units
offering inclusive services. Data collection took place at SMA N 7 Denpasar, SMA PGRI 1
Denpasar, and SMA N 8 Denpasar. Sampling was determined using a purposive sampling
technique. Data were collected through observation guidelines, interviews, questionnaires,
and document studies. Data validity was ensured through extended participation, enhanced
diligence during the research process, triangulation, and intensive discussions with the
research team, member checks, and negative case analysis.
The research population included high school mathematics teachers in inclusive schools in
Denpasar. For the quantitative approach, sample selection used a cluster random sampling
technique, while for the qualitative approach, purposive sampling was employed. The
purposive sampling method was chosen because the schools represented variations in
religion, culture, and region. The research object was the evaluation of learning and local
wisdom in schools providing inclusive programs. The selection of the object was based on
the distinct characteristics of their regions, including differences in culture, religion, and
belief systems.
The study began with a limited test by experts through a Focus Group Discussion (FGD).
The draft concept of the mathematics literacy learning model was tested by experts in
educational measurement and evaluation, local wisdom, and inclusive education services. The
testing employed a checklist instrument tailored to each expert's area of expertise. The data
were analyzed qualitatively and descriptively. Based on the expert evaluation results, revisions
and refinements were made to the draft concept of the mathematics literacy learning model,
which was implemented in local wisdom-based learning in inclusive high schools. A broad
field test was conducted by involving the education department, the community, parents,
and mathematics teachers to gather input on the new draft concept of the mathematics
literacy learning model. This process used a checklist instrument and open-ended
questionnaires specific to each field, then the data analyzed qualitatively and descriptively.
The final stage of research was the finalization of new concept for a mathematics literacy
learning model based on local wisdom in inclusive high schools in Denpasar.
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414

RESULTS AND DISCUSSION
The research findings are divided into two parts: results obtained through quantitative and
qualitative approaches. The quantitative research findings illustrate the analysis of local
wisdom-based concept (X) in relation to learning independence (Y1) and students' learning
creativity (Y2), as well as teachers' ability to develop a mathematics literacy learning model in
inclusive high schools in Denpasar.
Quantitative Research Data Description
The data from the research show that the independent variable is the local wisdom-based
learning model, while the dependent variables are the independence and creativity of teachers
in developing a mathematics literacy learning model based on local wisdom in inclusive
schools. Before performing MANOVA analysis, a descriptive analysis was conducted first.
The prerequisite tests for analysis included normality testing and multivariate testing. The
results of the normality test are presented in Table 1 below.
Group
Y1 Treatment
Control
Y2 Treatment
Control

Table 1. Normality Test of Research Data
Kolmogorov-Smirnov*
Shapiro.Wilk
Statistic
df
Sig.
Statistic
df
.053
231
.200*
.991
233
.031
230
.200*
.993
232
.039
231
.200*
.992
233
.039
230
.200*
.991
232

Sig.
.336
.685
.682
.561

*This is a lower bound of the true significance

Qualitative Description
The qualitative analysis complements the data obtained using the quantitative approach.
Qualitative data describe aspects that the quantitative approach could not explain. Data
collection was conducted through interviews and document studies, focusing on the concept
of a local wisdom-based mathematics literacy learning model in inclusive schools. Denpasar
was chosen due to its students' unique characteristics, shaped by differences in habits, culture,
religion, and beliefs. Data validity was ensured through extended participation, increased
diligence during research, triangulation, and intensive discussions with the research team,
member checks, and negative case analysis.
After conducting a componential analysis, further analysis involved detailing, grouping,
identifying relationships and differences, and exploring inter-domain connections to gain a
deep understanding of the research object. Interviews, observations, and document studies
revealed that mathematics teachers in inclusive schools generally lack proficiency in
developing learning evaluations. Many teachers admitted they had not received training or
socialization on developing learning instruments suited to their needs. As a result, teachers
independently created highly varied learning instruments across inclusive schools in
Denpasar. Even within the same province, teachers' abilities to develop learning instruments
differed significantly.
Regarding quantitative analysis, teachers expressed mixed opinions about assessing question
difficulty and discriminative power. Some believed existing assessment instruments were
adequate, while others felt more complex and untested mathematics literacy items might
further challenge students. This reflects a lack of commitment among some teachers to
provide optimal services for their students. Teaching in inclusive schools requires a calling
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to serve all children, including those with disabilities, with empathy and dedication.
Teachers trained under the "Guru Penggerak" (Driving Teacher) program demonstrated better
skills in creating test blueprints and exam questions. However, their blueprints often did not
meet formal standards, such as properly defining cognitive levels or including all components
of a local wisdom-based learning model. Additionally, many questions lacked compliance
with item-writing principles regarding content, structure, and language. This highlights a lack
of teacher collaboration, an essential activity for enhancing professionalism. Exchanging
information for teachers is an activity that must be carried out to increase teacher
professionalism. Teachers' curiosity needs to be increased, especially in the current era where
the world of education is developing so dynamically that teachers need the latest information
to be able to keep up with developments in the world of education.
Indicators of teacher autonomy include initiative, ability to identify needs, set goals and
targets, manage and monitor issues, view challenges as opportunities, use appropriate
resources, select learning strategies, implement them, and evaluate outcomes. Field
observations revealed that teachers in inclusive schools demonstrated discipline, as
evidenced by their reflection activities before class. These reflections, introduced during
training programs, fulfilled indicators of self-awareness and situational understanding. In
inclusive schools in suburban areas, teachers showed patience in addressing diverse student
needs, providing additional support for students with below-average abilities or special
needs. Many self-taught using government-provided platforms like "Merdeka Mengajar."
Autonomous behaviors observed among mathematics teachers included: (1) Readiness to
teach students from diverse backgrounds, (2) Participation in self-development activities
such as seminars and workshops, (3) Effective lesson planning, (4) Voluntarily supporting
students based on their learning needs, (5) Completing teaching duties according to school
policies, (6) Arriving at school before classes begin.
Understanding the concept of a local wisdom-based mathematics learning literacy model is
carried out to determine whether the learning objectives have been achieved or not. The
mathematics literacy learning model can provide an overview of things that have been
achieved and those that have not been achieved, decision making, and how follow-up actions
will be taken. Teachers can utilize this model for assessment as learning, of learning, and for
learning. Optimal use of the model can enhance learning outcomes. Interviews revealed that
Denpasar's mathematics teachers had limited understanding of the local wisdom-based
mathematics literacy model. Most teachers admitted that they did not implement the
mathematical literacy learning model. The teachers were very confident that the questions in
the textbook were of good quality, but when asked what the indicators of quality questions
were, the teachers could not answer them. In the implementation stage of the concept of a
local wisdom-based mathematical literacy learning model, teachers generally did not involve
parents in testing activities, even though the role of parents in providing important
information that teachers did not know was very important as initial knowledge for teachers.
The teachers confidently carried out the testing according to their respective methods.
Teachers generally did not understand the correct scoring techniques, especially for
descriptive questions. Many teachers were unable to distinguish between grades and scores.
As a result, when processing grades, there was a possibility that the assessment results would
be inaccurate. Likewise, in the evaluation stage, many teachers did not make follow-up plans,
for example whether they would carry out remedial or provide enrichment for students who
had achieved minimal completion. It should be that at the end of each test, teachers are
required to implement a follow-up plan so that all students are able to achieve the minimal
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416

completion criteria. Thus, there is a need for a concept of a local wisdom-based mathematics
learning model in inclusive high schools in Denpasar.
CONCLUSION
Based on the analysis of quantitative and qualitative data, the following conclusions can be
drawn. First, mathematics literacy learning based on local wisdom in inclusive high schools
needs significant improvement. School principals, as leaders, must demonstrate strong
commitment by providing opportunities and continuously encouraging mathematics
teachers to learn about the concept of local wisdom-based learning before developing and
implementing such models. Second, the mathematics literacy learning models implemented
in local wisdom-based learning at inclusive high schools in Denpasar vary greatly. This
variation stems from the influence of the local wisdom-based learning model (X) on learning
independence (Y1) and learning creativity (Y2) in developing mathematics literacy learning
models in these schools. School principals must facilitate and create adequate space for
mathematics teachers to enhance their capacities through various developmental activities.
Third, there is an urgent need to formulate a new concept for a local wisdom-based
mathematics literacy learning model in inclusive schools. Developing this new concept
requires collaboration among various stakeholders, including policymakers, community
leaders, school principals, teachers, and parents. Parents' involvement is particularly crucial
as they possess deep insights into their children's unique characteristics, which are essential
for effective learning. Thus, constructing a well-defined local wisdom-based mathematics
literacy learning model for inclusive high schools in Denpasar is necessary to ensure better
learning outcomes and inclusivity.
ACKNOWLEDGEMENTS
We would like to thank the chairman of the college foundation of IKIP PGRI Bali and
Rector of University of PGRI Mahadewa Indonesia for the funding support through the
research grant program that made this research possible. This support has given us the
opportunity to develop the new concept of mathematics literacy learning based on local
wisdom in inclusive high schools. Thank you for your significant contribution to the success
of this research.
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