https://journal.actual-insight.com/index.php/lucerna/issue/feed 2026-05-17T03:19:27+00:00 Open Journal Systems <p><strong>Lucerna: Jurnal Riset Pendidikan dan Pembelajaran</strong> didirikan untuk memberi cahaya penerang bagi kemajuan ilmu, terutama di bidang pendidikan dan pengajaran. Naskah-naskah yang layak diterima dan bisa diproses secara blind review lebih pada penelitian lapangan dan bisa juga dalam library research. Jurnal ini secara khusus mengajak para peneliti seperti: dosen, guru, mahasiswa, para praktisi pendidikan, dan para pengambil kebijakan pendidikan untuk berpartisipasi dalam menerbitkan naskah ilmiah. Jurnal ini menerima kajian-kajian dengan menggunakan isu aktual, pendekatan studi kasus, review artikel terstruktur (<em>systematic literature review</em>), kajian kritis pada kebijakan pendidikan, penelitian tindakan kelas, dan sejenisnya. Pada edisi ini telah<strong> <a href="https://sinta.kemdiktisaintek.go.id/journals/profile/13459" target="_blank" rel="noopener">TERINDEKS SINTA 5.</a></strong><br /><strong>e-ISSN :</strong> <strong><a title="e-ISSN" href="https://issn.brin.go.id/terbit/detail/1612111873" target="_blank" rel="noopener">2775-5932</a></strong> <strong>p-ISSN : <a title="p-ISSN Lucerna" href="https://issn.brin.go.id/terbit/detail/20210422261592541" target="_blank" rel="noopener">2776-5067</a>.</strong></p> https://journal.actual-insight.com/index.php/lucerna/article/view/4299 2026-05-12T13:20:35+00:00 Nurul Azizah nurul.azizah.2521038@students.um.ac.id Siti Faizah nurul.azizah.2521038@students.um.ac.id Riska Pristiani nurul.azizah.2521038@students.um.ac.id

<p>Unequal participation in mathematics group discussions often restricts students’ opportunities to engage in meaningful numeracy practices and develop conceptual understanding collaboratively. While previous studies have widely examined cooperative learning and classroom interaction, limited research has investigated numeracy activities through the lens of positioning theory. This study aimed to describe fifth-grade students’ numeracy activities in group discussions based on their positioning as experts, facilitators, and novices. A qualitative descriptive approach was employed involving 25 fifth-grade students from a public elementary school in Malang, Indonesia. Data were collected through numeracy tests, classroom observations, and semi-structured interviews to explore students’ interaction patterns and participation during mathematical discussions. The findings revealed that expert-positioned students tended to dominate calculation procedures, strategy selection, and answer validation, which often reduced opportunities for novice students to actively construct understanding. However, groups characterized by active facilitator roles demonstrated more balanced interaction patterns, as novice students were encouraged to explain reasoning, ask questions, and contribute ideas during discussions. These interaction dynamics created more inclusive learning environments and supported meaningful numeracy engagement among group members. The study highlights the importance of teachers designing structured collaborative discussions that distribute participation more equitably and encourage dialogic interaction to strengthen students’ numeracy learning experiences.</p>

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