Mathematics Under Pressure: Examining Learning Problems in the Era of Educational Globalization

Abstract

This study aims to identify and analyze the problems of mathematics learning in the era of educational globalization influenced by global pressures (mathematics under pressure). The study used a qualitative approach with a case study design at MA Al Falah Debowae. Data were collected through observation, semi-structured interviews, and documentation using instruments in the form of observation guidelines, interview guidelines, and documentation sheets. The research informants consisted of two mathematics teachers, ten grade XI students, and one representative of the madrasah who acted as a key informant to provide perspectives on policies and institutional support for mathematics learning. Data were analyzed using the Miles and Huberman interactive model which includes data reduction, data presentation, and conclusion drawing. The results showed that the main problems include low student learning independence, disorientation of learning objectives that focus on results, and high mathematics anxiety (mathematics anxiety) which impacts low student motivation and participation. In addition, there is a gap between global demands such as higher order thinking skills (HOTS) and numeracy literacy with local conditions that are still limited in terms of teacher competency, curriculum implementation, and learning facilities. The implications of this research emphasize the importance of transforming learning through a student-centered approach, strengthening learning independence, improving teacher competence, and creating a humanistic and contextual learning environment so that mathematics learning becomes more meaningful and adaptive in the era of globalization.