As one of the important aspects of the Tri Dharma of Higher Education, community service (Pengabdian kepada Masyarakat/PKM) plays a significant role in applying scientific knowledge and technology for the benefit of the wider community. This PKM was carried out as a form of contribution from nine Master of Mathematics Education students (Sazali, Yuce, Noviana, Asep, Azizul, Yosi, Dwi, Yohannes, Fikri), Universitas Pendidikan Indonesia with the theme “Mathematical Literacy Seminar in Mathematics Learning”. The lecturers involved were Prof. Dr. Nanang Priatna, M.Pd as the supervisor and speaker 1 and Prof. Dr. Jarnawi Afgani Dahlan, M.Kes as speaker 2. The implementation was at SMP Negeri 2 Padalarang on Saturday, October 18, 2025. The activity was conducted in a conducive atmosphere and was attended by 38 teachers who are members of the Mathematics MGMP Sub-Rayon 2 of West Bandung Regency. The participants were highly active throughout the sessions, engaging in discussions and asking questions.
Based on a survey of mathematics teachers belonging to the Mathematics MGMP throughout West Bandung Regency, information emerged indicating a need for a deeper understanding of mathematical literacy, including its concept, implementation in learning, and assessment strategies within the context of the Independent Curriculum. Based on this need, this PKM activity is expected to help address existing issues and benefit mathematics teachers in implementing mathematical literacy in classroom mathematics instruction.
This seminar featured two topics related to Mathematical Literacy, with two speakers from the UPI Mathematics Education Study Program. The first topic, “Understanding and Learning Strategies for Mathematical Literacy,” aimed to provide teachers with an understanding of the concept of mathematical literacy, its importance in learning, and how mathematical literacy can help students solve contextual problems in everyday life. The second topic is “Preparing Mathematical Literacy Assessments in Mathematics Learning” which aims to provide knowledge and technical examples of how to assess mathematical literacy in learning, both from the cognitive aspect and students’ mathematical thinking skills and to compile effective literacy assessments for students.
The event began with the screening of an FPMIPA profile video and the presentation of the seminar guidelines. This was followed by the opening session led by students from the Master’s Program in Mathematics Education at Universitas Pendidikan Indonesia (PKM UPI). The opening session included a recitation from the Holy Quran, the singing of the national anthem Indonesia Raya, welcoming remarks from the PKM chair, the chair of the West Bandung MGMP, and the head of the study program, followed by a closing prayer.
The main session then moved on to the seminar, with the first speaker, Prof. Dr. H. Nanang Priatna, M.Pd., discussing Mathematical Literacy in Mathematics Learning and its relationship to Deep Learning. This session, moderated by a student member of the Student Creativity Program (PKM), provided participants with practical knowledge on how to design mathematics learning integrated with mathematical literacy. This session included implementation examples on topics in the Independent Curriculum. A Q&A session concluded with a discussion.
The second speaker, Prof. Dr. Jarnawi Afgani Dahlan, M.Kes., discussed Developing Mathematical Literacy Assessments in Mathematics Learning. This session, also moderated, provided participants with the opportunity to create and develop literacy questions that align with students’ understanding through the use of existing technology, such as AI.
In addition to delivering the material, the seminar provided an opportunity for participants to share experiences related to mathematics learning practices in the classroom. The discussion demonstrated the teachers’ enthusiasm for developing more contextual and meaningful learning for students. Through these interactions, participants not only gain new knowledge, but also exchange ideas and strategies in integrating mathematical literacy into the learning process.
The evaluation was conducted collaboratively by the community service team and partners to improve future activities. Participants actively participated in the question-and-answer session and discussion. Furthermore, participants stated that the activity was highly interactive and beneficial in enhancing teachers’ knowledge in developing and designing appropriate assessments for mathematics learning.
Through this community service activity, it is hoped that ongoing collaboration between universities and the teacher community will be established to improve the quality of mathematics learning. Similar activities are also expected to continue to be developed as a forum for sharing knowledge and experiences, so that teachers can be better prepared to implement mathematical literacy and utilize various learning innovations to support the development of students’ mathematical thinking skills.