https://journal.unugiri.ac.id/index.php/JaMES/issue/feed 2026-01-07T07:50:50+00:00 M. Husen Al Farisy husenalfa@unugiri.ac.id Open Journal Systems <p style="text-align: justify;"><strong>Journal of Mathematics Education and Science (JaMES)</strong> is a mathematical journal published biannually (April and October) by the Mathematics Educations Department, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nahdlatul Ulama Sunan Giri Bojonegoro. Journal includes research papers, literature studies, analysis, and problem-solving in Mathematics Education, Mathematical Sciences (Algebra, Analysis, Statistics, Computing and Applied), or Ethnomathematics. The journal applies a "publish-as-you-go" procedure to first publish a manuscript title that has been reviewed and declared acceptable in this journal.</p> <p style="text-align: justify;"><strong><span class="label">DOI: </span><span class="value"><a title="JaMES" href="https://doi.org/10.32665/james" target="_blank" rel="noopener">https://doi.org/10.32665/james</a></span><br /></strong></p> https://journal.unugiri.ac.id/index.php/JaMES/article/view/5759 2025-11-27T13:34:05+00:00 Ayu Faiqoh Khoiri aiufloem@gmail.com Nego Linuhung negolinuhung@gmail.com Dwi Rahmawati dwirahmawati1083@gmail.com

<div> </div> <div><span lang="EN-ID">This study aims to explore students’ critical thinking skills in solving numeracy literacy problems based on their levels of Self-Regulated Learning (SRL). The research employed a mixed-methods approach with an explanatory sequential design, involving 36 eleventh-grade students from a public senior high school in Bojonegoro. Quantitative data were collected through SRL questionnaires and numeracy literacy tests, while qualitative data were obtained from in-depth interviews with students representing high, medium, and low SRL categories. The results reveal a consistent relationship between SRL levels and critical thinking abilities. Students with high SRL demonstrated systematic and reflective critical thinking, encompassing interpretation, analysis, evaluation, and reflection. Students with medium SRL showed adequate analytical and evaluative abilities but were less consistent in reflection, while students with low SRL tended to rely on procedural thinking without re-evaluating their results. This study contributes by providing an exploratory mixed-methods profile of students’ critical thinking across different levels of self-regulated learning in numeracy literacy problem solving. The findings suggest that enhancing self-regulation plays a vital role in fostering students’ critical thinking, particularly in numeracy literacy tasks that require logical reasoning and metacognitive reflection.</span></div> <p> </p>

2026-01-07T00:00:00+00:00 Copyright (c) 2026 Journal of Mathematics Education and Science