This study was aimed to describe: (1) the effectiveness of learning with a blended learning model using scientific (2) the effectiveness of scientific approach; and (3) the difference in the effectiveness of learning with a blended learning model using scientific approach and learning using scientific approach in terms of critical thinking, and learning independence of mathematics students in high school. The research type is quasi-experiment. The population was all 11th grade students of SMA in semester II of 2024/2025. The sample was established randomly consisting of class XI MIA 2 as the experiment class and XI MIA 1 as the control class. The data collection method uses research instruments in the form of a Learning Independence Test of 15 multiple choice questions, a Critical Thinking Test of 4 descriptive questions, and a Learning Independence Questionnaire of 20 statement, administered as pretests and posttests. To assess the effectiveness of blended learning with a scientific approach and the scientific approach alone, a one-sample mean vector test was conducted, followed by a one-sample t-test. Differences in effectiveness were analyzed using an independent two-sample mean vector test (T² Hotelling). If analysis revealed significant differences between the two classes, an independent sample t-test for comparison was conducted. The results showed that: (1) learning with blended learning model using scientific approach is effective in terms of critical thinking, and independence of learning mathematics of high school students; (2) learning using scientific approach is effective in terms of critical thinking, and independence of learning mathematics of high school students; and (3) learning with blended learning model using scientific approach is more effective than learning using scientific approach in terms of critical thinking, and independence of learning mathematics of high school students.

Teachers have positive perceptions about the implementation of the Minimum Competency Assessment (MCA) and reading literacy. However, mathematics teachers also need to have a perception of students' numeracy skills that are assessed using the MCA instrument. Teachers experience various challenges and difficulties in improving learning to strengthen numeracy. This study aims to describe teachers' perceptions of students' numeracy competencies measured using MCA and to identify efforts made by teachers to strengthen students' numeracy competencies. This type of research is descriptive research with a qualitative approach. The results of this study indicate that teachers' perceptions of students' numeracy competence measured using the MCA instrument are positive (agree) so that teachers can make appropriate efforts in improving the quality of learning and strengthening numeracy. The efforts that teachers can make are looking for information on achievement results, reading report card data, identifying the root of the problem, and fixing the problem. Positive teacher perceptions encourage teachers to make appropriate efforts in strengthening students' numeracy competencies and support schools to develop data-based programs.
Guru memiliki persepsi positif tentang pelaksanaan Asesmen Kompetensi Minimum (MCA) dan literasi membaca. Namun, guru matematika juga perlu memiliki persepsi tentang kemampuan numerasi siswa yang dinilai menggunakan instrumen MCA. Guru mengalami berbagai tantangan dan kesulitan dalam memperbaiki pembelajaran untuk menguatkan numerasi. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru tentang kompetensi numerasi siswa yang diukur menggunakan MCA dan untuk mengidentifikasi upaya yang dilakukan oleh guru sebagai penguatan kompetensi numerasi siswa. Jenis penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Hasil penelitian ini menunjukkan bahwa persepsi guru tentang kompetensi numerasi siswa yang diukur menggunakan instrumen MCA adalah positif (setuju) sehingga guru dapat melakukan upaya yang tepat dalam memperbaiki kualitas pembelajaran dan melakukan penguatan numerasi. Adapun upaya yang guru dapat lakukan adalah mencari informasi hasil capaian, membaca data rapor pendidikan, mengidentifikasi akar permasalahan, dan membenahi masalah. Persepsi guru yang positif mendorong guru agar dapat melakukan upaya yang tepat dalam menguatkan kompetensi numerasi siswa dan mendukung sekolah menyusun program berdasarkan data.

Proses pembelajaran melalui strategi pembelajaran peningkatan kemampuan berfikir (SPPKB) menekankan pada proses mental siswa secara maksimal . artinya setiap aktivitas belajar itu disebabkan tidak hanya peristiwa korelasi stimulus-respons saja, namun juga ditimbulkan karena dorongan mental yang diatur oleh otaknya. dengan adanya strategi pembelajaran peningkatan kemampuan berfikir (SPPKB) lebih simpel menyampaikan informasi baru yang akan mampu ditangkap lebih mudah oleh siswa, manakala siswa dapat mengorganisasikannya dengan pe¬ngetahuan yang telah mereka miliki.