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Zebian, Samar. "Number Conceptualisation among Lebanese Micro-Business Owners who Engage in Orally-Based Versus Paper-Based Numeracy Practices: An Experimental Cognitive Ethnography." Journal of Cognition and Culture 8, no. 3-4 (2008): 359–85. http://dx.doi.org/10.1163/156853708x358227.
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AbstractThe study of everyday numeric thinking in adults directs our attention to several aspects of number cognition that have received almost no attention in the experimental cognitive science literature, namely the influences of socially situated artifact use on numeric processing. The current studies explore numeral recognition and conceptualisation processes in business people who engage in different types of numeracy practices; orally based numeracy practices which involve very little use of written records compared to paper-based numeracy practices. Ethnographic observations of Lebanese business people were conducted to gain a detailed understanding of the socio-cognitive demands in orally-based paperless and paper-based business settings. These observations were in turn used to design experimental reaction time studies which investigated currency based numeral recognition and conceptualisation processes. The results of the numeral recognition and priming studies clearly illustrate that the use of artifacts in everyday numeracy practices influences numeral recognition and conceptualisation in a way that suggests tight linkages between the visio-spatial processes involve in recognizing numerals embedded in cultural artifacts and the semantically based processes involved in the conception of these numerals. The relevance of the current findings for the main models of adult numeric cognition and for research on everyday numeracy will be discussed.
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Peters, Ellen, Mary Kate Tompkins, Melissa A. Z. Knoll, Stacy P. Ardoin, Brittany Shoots-Reinhard, and Alexa Simon Meara. "Despite high objective numeracy, lower numeric confidence relates to worse financial and medical outcomes." Proceedings of the National Academy of Sciences 116, no. 39 (September 9, 2019): 19386–91. http://dx.doi.org/10.1073/pnas.1903126116.
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People often laugh about being “no good at math.” Unrecognized, however, is that about one-third of American adults are likely too innumerate to operate effectively in financial and health environments. Two numeric competencies conceivably matter—objective numeracy (ability to “run the numbers” correctly; like literacy but with numbers) and numeric self-efficacy (confidence that provides engagement and persistence in numeric tasks). We reasoned, however, that attaining objective numeracy’s benefits should depend on numeric confidence. Specifically, among the more objectively numerate, having more numeric confidence (vs. less) should lead to better outcomes because they persist in numeric tasks and have the skills to support numeric success. Among the less objectively numerate, however, having more (vs. less) numeric confidence should hurt outcomes, as they also persist, but make unrecognized mistakes. Two studies were designed to test the generalizability of this hypothesized interaction. We report secondary analysis of financial outcomes in a diverse US dataset and primary analysis of disease activity among systemic lupus erythematosus patients. In both domains, best outcomes appeared to require numeric calculation skills and the persistence of numeric confidence. “Mismatched” individuals (high ability/low confidence or low ability/high confidence) experienced the worst outcomes. For example, among the most numerate patients, only 7% of the more numerically confident had predicted disease activity indicative of needing further treatment compared with 31% of high-numeracy/low-confidence patients and 44% of low-numeracy/high-confidence patients. Our work underscores that having 1 of these competencies (objective numeracy or numeric self-efficacy) does not guarantee superior outcomes.
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Bjälkebring, Pär, and Ellen Peters. "Money matters (especially if you are good at math): Numeracy, verbal intelligence, education, and income in satisfaction judgments." PLOS ONE 16, no. 11 (November 24, 2021): e0259331. http://dx.doi.org/10.1371/journal.pone.0259331.
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Objective numeracy, the ability to understand and use mathematical concepts, has been related to superior decisions and life outcomes. Unknown is whether it relates to greater satisfaction in life. We investigated numeracy’s relations with income satisfaction and overall life satisfaction in a diverse sample of 5,525 American adults. First, more numerate individuals had higher incomes; for every one point higher on the eight-item numeracy test, individuals reported $4,062 more in annual income, controlling for education and verbal intelligence. Combined, numeracy, education, and verbal intelligence explained 25% of the variance in income while Big-5 personality traits explained less than 4%. Further, the higher incomes associated with greater numeracy were related to more positive life evaluations (income and life satisfaction). Second, extant research also has indicated that the highly numerate compare numbers more than the less numerate. Consistent with numeracy-related income comparisons, numeracy moderated the relation between income and life evaluations, meaning that the same income was valued differently by those better and worse at math. Specifically, among those with lower incomes, the highly numerate were less satisfied than the less numerate; this effect reversed among those with higher incomes as if the highly numerate were aware of and made comparisons to others’ incomes. Further, no clear income satiation point was seen among those highest in numeracy, and satiation among the least numerate appeared to occur at a point below $50,000. Third, both education and verbal intelligence related to income evaluations in similar ways, and numeracy’s relations held when controlling for these other relations. Although causal claims cannot be made from cross-sectional data, these novel results indicate that numeracy may be an important factor underlying life evaluations and especially for evaluations concerning numbers such as incomes. Finally, this study adds to our understanding of education and intelligence effects in life satisfaction and happiness.
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Wright, Robert J. "Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 20. http://dx.doi.org/10.4102/sajce.v3i2.38.
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This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early numeracy, the significance of counting and its distinction from saying a number word sequence, the important topics of structuring numbers in the range 1 to 20 and conceptual place value, the Learning Framework in Number and its use in profiling children’s early numeracy knowledge, and important assessment tasks are explored.
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Dickert, Stephan, Janet Kleber, Ellen Peters, and Paul Slovic. "Numeracy as a precursor to pro-social behavior: The impact of numeracy and presentation format on the cognitive mechanisms underlying donation decisions." Judgment and Decision Making 6, no. 7 (October 2011): 638–50. http://dx.doi.org/10.1017/s1930297500002679.
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AbstractDonation requests often convey numerical information about the people in need. In two studies we investigated the effects of numeracy and presentation format on the underlying affective and cognitive mechanisms of donation decisions. In Study 1, participants were presented with information about a victim in need, either in a frequency format or in a percentage format. In Study 2, we manipulated the identifiability and number of target victims. Our results demonstrate that donations of individuals lower in numeracy were more susceptible to changes in numeric presentation format than those higher in numeracy. Importantly, the underlying mechanisms for donations differed by numeracy. Whereas the mental image of the victim influenced donation decisions of less numerate people only, the estimated impact of a donation was positively correlated with donation amounts for both more and less numerate individuals.
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Chesney, Dana L., Brittany Shoots-Reinhard, and Ellen Peters. "The causal impact of objective numeracy on judgments: Improving numeracy via symbolic and non-symbolic approximate arithmetic training yields more consistent risk judgments." Journal of Numerical Cognition 7, no. 3 (November 30, 2021): 351–67. http://dx.doi.org/10.5964/jnc.6925.
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Park and Brannon (2013, https://doi.org/10.1177/0956797613482944) found that practicing non-symbolic approximate arithmetic increased performance on an objective numeracy task, specifically symbolic arithmetic. Manipulating objective numeracy would be useful for many researchers, particularly those who wish to investigate causal effects of objective numeracy on performance. Objective numeracy has been linked to performance in multiple areas, such as judgment-and-decision-making (JDM) competence, but most existing studies are correlational. Here, we expanded upon Park and Brannon’s method to experimentally manipulate objective numeracy and we investigated whether numeracy’s link with JDM performance was causal. Experimental participants drawn from a diverse internet sample trained on approximate-arithmetic tasks whereas active control participants trained on a spatial working-memory task. Numeracy training followed a 2 × 2 design: Experimental participants quickly estimated the sum of OR difference between presented numeric stimuli, using symbolic numbers (i.e., Arabic numbers) OR non-symbolic numeric stimuli (i.e., dot arrays). We partially replicated Park and Brannon’s findings: The numeracy training improved objective-numeracy performance more than control training, but this improvement was evidenced by performance on the Objective Numeracy Scale, not the symbolic arithmetic task. Subsequently, we found that experimental participants also perceived risks more consistently than active control participants, and this risk-consistency benefit was mediated by objective numeracy. These results provide the first known experimental evidence of a causal link between objective numeracy and the consistency of risk judgments.
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Ekowati, Dyah Worowirastri, Yuni Puji Astuti, Ima Wahyu Putri Utami, Innany Mukhlishina, and Beti Istanti Suwandayani. "Literasi Numerasi di SD Muhammadiyah." ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 3, no. 1 (February 12, 2019): 93. http://dx.doi.org/10.30651/else.v3i1.2541.
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Abstrak: Tujuan penelitian ini untuk mendeskripsikan (1) rancangan program literasi numerasi, (2) pelaksanaan program literasi numerasi, (3) upaya dalam mengatasi kendala pelaksanaan program literasi numerasi, (4) faktor pendukung dan (5) faktor penghambat pelaksaan program literasi numerasi. Jenis penelitian ini adalah deskripsif kualitatif. Hasil penelitian yaitu (1) rancangan literasi numerasi di SD Muhammadiyah 1 Kota Malang secara umum belum terprogram dan secara khusus menyesuaikan materi literasi numerasi pada pembelajaran matematika dan tema pada pembelajaran tematik kurikulum 2013. (2) Pelaksanaan program literasi numerasi telah sesuai dengan tiga tahapan program literasi sekolah yakni tahap pembiasaan, pengembangan dan pembelajaran, serta sesuai dengan lima indikator literasi numerasi. (3) Upaya yang dilakukan dalam mengatasi kendala program literasi numerasi telah beracuan pada tujuan umum literasi di sekolah. (4) Faktor pendukung terdiri dari pemerintah dan sasaran program literasi numerasi. (5) Faktor penghambat beracuan pada tiga sasaran literasi numerasi. Sasaran literasi numerasi terdiri dari basis kelas, budaya sekolah, dan masyarakat.Kata Kunci: Program, Literasi, Numerasi, Sekolah DasarAbstract: The purpose of this research is to describe : (1) plan of the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (2) realize the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (3) effort to solve problems in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (4) proponent factor in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (5) inhibiting factor in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang. This research used a qualitative research approach by using descriptive type. The result of this research showed that (1) plan of the numeracy literacy program in elementary school Muhammadiyah 1 Malang is not in program list yet and in especially case, it still makes an adjustment with the numeracy literacy matter in learning mathematics and lesson topic 2013 curriculum. (2) The realization of this numeracy literacy program in elementary school Muhammadiyah 1 Malang is matched with the three steps of school literacy program, they are habitual, development and learning step it also conforms to five indicators of numeracy literacy. (3) The effort to solve problems in realizing the numeracy literacy program based on the general purpose of the literacy in school. (4) Government and numeracy literacy program’s object is included in proponent factor. (5) The inhibiting factor is aimed at three of numeracy literacy program’s objects. Numeracy literacy targets consist of the class base, school culture base, and community base.Keywords: Program, Lliteracy, Numeracy, Elementary School
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Tran, Duc Q., Vaughn Barry, Ana G. Antun, Maria Ribeiro, Sidney F. Stein, and Christine L. Kempton. "Numeracy in Patients with Hemophilia." Blood 126, no. 23 (December 3, 2015): 40. http://dx.doi.org/10.1182/blood.v126.23.40.40.
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Abstract Background: Numeracy, defined as the ability to handle basic probability and numerical concepts including computation, estimation, logic, and problem solving, is an under-recognized component of health literacy. Numeracy has been shown to influence performance of health tasks in non-hemophilia populations. Little is known about numeracy in the hemophilia population. Since hemophilia treatment requires understanding of numerical concepts to manage factor replacement, it is likely that numeracy also influences performance of health tasks by patients with hemophilia. A greater understanding of numeracy status and the characteristics influencing numeracy in the hemophilia population may allow healthcare providers to better influence health task performance. The objective of this study is to explore numeracy in the hemophilia population using two different tests of numeracy and to evaluate characteristics that are associated with low numeracy. Methods: Using a cross-sectional design, adults with moderate or severe hemophilia A or B who spoke and read English were enrolled at their annual visit at the Emory/Children's Health Care of Atlanta Hemophilia Treatment Center (HTC). Numeracy was measured using the validated Schwartz Woloshin (SW) test requiring answers in words and the unvalidated stick figure test requiring answers using images. Subjects were considered numerate with the SW numeracy test if all three questions were answered correctly or with the stick figure numeracy test if all four questions were answered correctly. Demographic and socioeconomic characteristics collected included age, race, ethnicity, household income (more or less than $50,000), level of education completed (more or less than completion of college), and duration of time followed at this HTC. Clinical information including type and severity of hemophilia, history of viral infections, history of depression, and use of chronic medication were abstracted from the medical records. Descriptive statistics of each variable and bivariate associations between numerate status and each dependent variable were calculated. Multivariable modeling using logistic regression was performed using the validated SW numeracy test as the dependent variable. Results: Of 91 enrolled participants with complete data, all were men. Most had hemophilia A [n=82 (90%)] and severe disease [69 (76%)]. Median age was 34 years [interquartile range (IQR) 18]. Sixty-three (69%) were Caucasian; 5 (6%) were Hispanic; 55 (61%) reported income of <$50,000; 33 (36%) had received an undergraduate degree or higher. Median duration of time followed at the HTC was 17.0 years [IQR 18]. Twenty-four (26%) were HIV positive; 54 (59%) were HCV positive; and 19 (21%) had history of depression. Forty-one (45%) used at least one chronic medication other than factor replacement. Using the SW numeracy test, there were 22 (24%) participants who were numerate. Using the stick figure numeracy test, 60 (66%) were numerate. Only 20 (22%) of all the participants answered all seven questions correctly; two participants (2%) were numerate on the SW test but not on the stick figure test; 40 participants (44%) were numerate on the stick figure numeracy test but not on the SW test; 29 (32%) were not numerate on either test. On bivariable analysis, SW numeracy was associated with higher education (p<0.01), higher income (p=0.035), and the use of chronic medication (p=0.048). On multivariable analysis, after adjusting for age, race, and ethnicity, SW numeracy was associated with higher education (OR 6.21, 95% CI = 1.95-19.76), use of chronic medication (OR 4.31, 95% CI = 1.29-14.34), and less time followed at the HTC (OR 0.92, 95% CI = 0.86-0.97). Conclusion: Among patients with hemophilia, a significant proportion of patients were not numerate. Patients with less than a college education were more likely to not be numerate. Accordingly, many patients with less than a college education may struggle to understand basic numeracy concepts and this may influence their understanding of dosing, factor pharmacokinetics and probability. The impact of numeracy on health outcomes and the utility of the SW and stick figure numeracy tests to help guide patient-centered discussions that involve mathematical concepts are important areas of future research. Disclosures Tran: Novo Nordisk: Honoraria. Kempton:Baxter Biopharmaceuticals: Honoraria; Biogen Idec: Honoraria; Kedrion Biopharma: Honoraria; CSL Behring: Honoraria.
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Nisa', Thoiffatul Khusnun, Rooselyna Ekawati, and Ahmad Wachidul Kohar. "Student’s Numeracy on Solving Data and Uncertainty Problems in Term of Self-Efficacy." MATHEdunesa 12, no. 1 (July 2, 2023): 240–58. http://dx.doi.org/10.26740/mathedunesa.v12n1.p240-258.
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Numeraticy is the ability to analyze, interpret information, and find a solution by involving one's mathematical knowledge. Numeracy is known to be influenced by self-efficacy. This study aims to describe students' numeracy in solving data and uncertainty problems in terms of high and low self-efficacy. This study is descriptive research with a qualitative approach was carried out by collecting data from research subjects purposively consisting of three students with high self-efficacy and three students with low self-efficacy. The instruments used included a self-efficacy questionnaire, three data and uncertainty questions, and an interview guide. The data is then analyzed using the numeracy’s sub-indicators. The results showed that in general the numeracy of the group of students with high self-efficacy in solving questions containing data problems and uncertainties was better than the group of students with low self-efficacy. Based on these significant differences, it is recommended for teachers to create a learning climate that can support increased student self-efficacy and numeracy. As well as from the results of the interviews which only focused on parts that were not clear from the student's answers, future researchers should conduct interviews on all of the student’s numeracy in order to obtain more complete research data.
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Appulembang, Oce Datu, Bertha Natalina Silitonga, Ganda Sari, and Kimura Patar Tamba. "Penguatan Numerasi di SD Persatuan Binong." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (October 1, 2023): 3989–98. http://dx.doi.org/10.33024/jkpm.v6i10.11372.
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ABSTRAK Numerasi merupakan salah satu hal yang menjadi perhatian dalam Pendidikan masa kini di Indonesia. Dikatakan bahwa penguasaan akan numerasi, membawa kita kepada kepekaan terhadap numerasi itu sendiri (sense of numbers) dan kaitannya dalam kehidupan sehari-hari. Hal ini membawa kepada kemampuan memelihara dan mengelola SDA dan persaingan dengan SDM dari berbagai negara. Guru perlu mendapatkan pelatihan dalam menerapkan metode pembelajaran, memilih, membuat, dan memodifikasi permasalahan sehari-hari yang dapat digunakan di dalam pembelajaran di kelas dan untuk penilaian. Hal ini menjadi permasalahan yang dihadapi oleh guru-guru di Sekolah Persatuan Binong yang belum mendapatkan penguatan pendampingan dalam hal numerasi. Tujuan dari kegiatan ini adalah untuk memberikan penguatan numerasi di SD Persatuan Binong dan menumbuhkan motivasi bagi guru-guru mengenai gerakan numerasi di SD Persatuan Binong. Metode yang digunakan pada kegiatan ini adalah pelatihan dalam bentuk diskusi, tanya jawab dan workshop. Pelatihan penguatan numerasi memberikan dampak positif terhadap guru-guru di SD Persatuan Binong akan numerasi, merencanakan dan melaksanakan pembelajaran yang mendukung numerasi. Anak-anak juga semakin tertarik dalam belajar, memiliki keterampilan numerasi yang baik dan juga guru-guru dapat memiliki wawasan yang semakin luas. Kata Kunci: Guru, Numerasi, Pelatihan, Siswa ABSTRACT Numeration is one of the things that are of concern in today's education in Indonesia. It is said that mastery of numeracy leads us to a sense of numbers and their relation in everyday life. This leads to the ability to maintain and manage natural resources and competition with human resources from various countries. Teachers need training in applying learning methods, selecting, creating, and modifying everyday problems that can be used in classroom learning and for assessment. This is a problem faced by teachers at Binong Unity School who have not received strengthening assistance in terms of numeracy. The purpose of this activity is to strengthen numeracy at SD Persatuan Binong and foster motivation for teachers about the numeracy movement at SD Persatuan Binong. The method used in this activity is training in the form of discussions, questions and answers, and workshops. Numeracy strengthening training has a positive impact on teachers at SD Persatuan Binong on numeracy, planning, and implementing learning that supports numeracy. Children were also increasingly interested in learning, have good numeracy skills, and also teachers can have broader insights. Keywords: Teacher, Numeracy, Training, Students
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Anita Dian Pratiwi, Aryo Andri Nugroho, Rina Dwi Setyawati, and Susilo Raharjo. "Analisis Kemampuan Literasi Numerasi Pada Siswa Kelas IV Di SD Negeri Tlogosari 01 Semarang." JANACITTA 6, no. 1 (April 1, 2023): 38–47. http://dx.doi.org/10.35473/jnctt.v6i1.2263.
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The culture of literacy in Indonesia is so low, the factor that affects the low literacy in Indonesia is the lack of interest in reading in Indonesian society. Literacy itself can be related to skills in certain fields. Literacy that is closely related to the ability to think critically is numeracy literacy. Numeracy literacy is closely related to mathematics so that numeracy literacy is the ability to reason using language and mathematics. This research uses descriptive qualitative research. The purpose of this research is to analyze the numeracy literacy skills of grade IV students. The subject of this research involved 6 fourth grade students at SDN Tlogosari Kulon 01 Semarang. The research instruments used were interviews and worksheets in the form of student math story problems to analyze students' numeracy literacy skills. Based on the results of research from 6 students who worked on worksheets in the form of math story problems, there was one student who had low-level numeracy literacy skills, 3 people had medium-level numeracy literacy skills, and 2 students had high-level numeracy literacy skills. So it can be concluded that the numeracy literacy skills of fourth grade students at SDN Tlogosari Kulon 01 Semarang are at a moderate level. Budaya literasi di Indonesia termasuk rendah, faktor yang mempengaruhi rendahnya literasi di Indonesia adalah kurang minat baca pada masyarakat Indonesia. Literasi sendiri dapat dihubungkan dengan keterampilan di bidang terntu. Literasi yang berkaitan erat dengan kemampuan dalam berpikir kritis adalah literasi numerasi. Literasi numerasi berkaitan erat dengan matematika sehingga literasi numerasi adalah kemampuan bernalar menggunakan bahasa dan matematika. Penelitian ini menggunakan penelitian kualitatif jenis deskriptif. Tujuan penelitian dilakukan penelitian ini adalah untuk menganalisis kemampuan literasi numerasi siswa kelas IV. Subjek penelitian ini melibatkan 6 siswa kelas IV di SDN Tlogosari Kulon 01 Semarang. Instrumen penelitian yang digunakan adalah wawancara dan hasil lembar kerja berupa soal cerita matematika siswa untuk menganalisis kemampuan literasi numerasi siswa. Berdasarkan hasil penelitian dari 6 siswa yang mengerjakan lembar kerja berupa soal cerita matematika terdapat satu siswa memiliki kemampuan literasi numerasi tingkat rendah, 3 orang memiliki kemampuan literasi numerasi tingkat sedang, dan 2 siswa memiliki kemampuan literasi numerasi tingkat tinggi. Sehingga dapat simpulkan bahwa kemampuan literasi numerasi siswa kelas IV di SDN Tlogosari Kulon 01 Semarang berada ditingkat sedang.
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Siahaan, Meiva Marthaulina Lestari, Lailin Hijriani, and Albertus Toni. "IDENTIFIKASI KEMAMPUAN LITERASI NUMERASI MELALUI INSTRUMEN ASESMEN KOMPETENSI MINIMUM PADA SISWA SMA KELAS XI SMAS WARTA BAKTI KEFAMENANU [IDENTIFICATION OF THE NUMERICAL LITERACY ABILITY OF GRADE 11 STUDENTS AT WARTA BAKTI KEFAMENANU HIGH SCHOOL USING THE MINIMUM COMPETENCY ASSESSMENT INSTRUMENT]." JOHME: Journal of Holistic Mathematics Education 6, no. 2 (December 5, 2022): 178. http://dx.doi.org/10.19166/johme.v6i2.5751.
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<p>One of the benchmarks of individual quality is seen in numeracy literacy skills. The purpose of this study was to identify the numeracy literacy skills of grade 11 students at Warta Bakti Kefamenanu High School, Nusa Tenggara Timur, in solving numeracy literacy problems with the minimum competency assessment (MCA) instrument in integral and domain algebra. This research was descriptive qualitative. This research technique was carried out with a test in the form of MCA, identifying the variations of errors made, identifying them in the types of errors, and mapping them to numeracy literacy indicators. Instrument items were taken from previous research and modified and content validity was done. The result of data analysis shows that participants who had principal errors met the numeracy literacy indicators item 1 and item 2, participants who had operating errors met the numeracy literacy indicator item 1, and participants who had conceptual errors did not meet all numeracy literacy indicators.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Salah satu tolak ukur kualitas individu dilihat dari kemampuan literasi numerasi. Tujuan penelitian ini adalah mengidentifikasi kemampuan literasi numerasi siswa SMA Kelas XI SMAS Warta Bakti Kefamenanu, Nusa Tenggara Timur dalam menyelesaikan masalah literasi numerasi model instrumen asesmen kompetensi minimum (AKM) pada domain aljabar topik integral. Jenis penelitian ini adalah deskriptif kualitatif. Teknik penelitian ini dilakukan dengan tes berbentuk AKM, mengidentifikasi variasi kesalahan yang dilakukan, mengidentifikasinya ke dalam jenis/tipe kesalahan, dan memetakan pada indikator literasi numerasi. Untuk butir instrumen, diambil dari penelitian sebelumnya dan dimodifikasi kemudian dilakukan proses validitas isi. Hasil dari penelitian ini adalah partisipan yang memiliki kesalahan prinsip memenuhi indikator literasi numerasi butir 1 dan butir 2, partisipan yang memiliki kesalahan operasi memenuhi indikator literasi numerasi butir 1, dan partisipan yang memiliki kesalahan konsep tidak memenuhi semua indikator literasi numerasi.</p>
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Yasukawa, Keiko, and Jeff Evans. "Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?" Zeitschrift für Weiterbildungsforschung 42, no. 3 (October 11, 2019): 343–56. http://dx.doi.org/10.1007/s40955-019-00145-z.
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Abstract Numeracy practices are always dependent on the social context in which they emerge. These contexts, however, are unstable because of a range of technological and socio-political changes. How does this instability affect people’s agency in the world? After reviewing key approaches to numeracy practices research, we distil key findings from recent numeracy studies. We introduce the concept of the numerate environment to examine the context in which opportunities, supports and demands present themselves for people’s numeracy development, explaining how cultural-historical activity theory can be used to analyse the effects of changes in numerate environments. We consider examples of social trends likely to effect such changes and conclude with implications of shifts in people’s numerate environment for future educational provision, policy and research.
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Melissa, Margaretha Madha, and Yosep Dwi Kristanto. "PROFIL PENGETAHUAN NUMERASI MAHASISWA CALON GURU MATEMATIKA [PROFILE OF PROSPECTIVE MATHEMATICS TEACHERS’ NUMERACY KNOWLEDGE]." JOHME: Journal of Holistic Mathematics Education 8, no. 1 (June 4, 2024): 116. http://dx.doi.org/10.19166/johme.v8i1.8324.
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<p>The 21st-century skills that students and teachers must have are literacy skills, learning skills and life skills. One of the literacy skills is mathematical literacy, also known as numeracy. This research aims to describe the numeracy knowledge profile of prospective mathematics teacher students. This type of research is quantitative descriptive research. The subjects of this research were 32 prospective mathematics teacher students at a private university in Yogyakarta. Data collection techniques in this research used questionnaires and interviews. The research results show that the majority of prospective mathematics teacher students are doubtful about their knowledge of numeracy. Furthermore, none of the students mentioned the complete meaning of numeracy skills; most only mentioned numeration as numbers and mathematical symbols, solving everyday problems, and number operations. Students are also unable to mention the content and context of numeracy questions. However, all students realize that as prospective mathematics teachers, it is important to study numeracy and implement it in the classroom. The suggestion to improve numeracy knowledge and skills are through lesson study that focuses on numeracy to introduce numeracy practices and as a model for prospective teachers, as well as using a student-centered learning approach, using real problems such as RME.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kemampuan abad ke-21 yang perlu dimiliki oleh siswa dan guru adalah kemampuan literasi, kemampuan belajar, dan kemampuan hidup. Salah satu kemampuan literasi adalah literasi matematika atau juga dikenal dengan istilah numerasi. Tujuan penelitian ini adalah untuk mendeskripsikan profil pengetahuan numerasi mahasiswa calon guru matematika. Jenis penelitian ini adalah penelitian deskriptif kuantitatif. Subjek penelitian ini adalah 32 mahasiswa calon guru matematika di salah satu universitas swasta di Yogyakarta. Teknik pengambilan data dalam penelitian ini menggunakan kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa calon guru matematika ragu-ragu akan pengetahuan mereka tentang numerasi. Selain itu, tidak ada mahasiswa yang menyebutkan pengertian numerasi dengan lengkap, sebagian besar hanya menyebutkan numerasi sebagai angka dan simbol matematika, memecahkan masalah sehari-hari, dan operasi bilangan. Mahasiswa juga tidak mampu menyebutkan konten dan konteks soal numerasi. Walaupun demikian, semua mahasiswa menyadari sebagai calon guru matematika penting untuk mempelajari numerasi dan mengimplementasikannya di kelas. Hal yang bisa dilakukan untuk meningkatkan pengetahuan dan kemampuan numerasi yaitu melalui <em>lesson study</em> yang berfokus pada numerasi untuk mengenalkan praktik numerasi dan sebagai model bagi calon guru, serta menggunakan pendekatan pembelajaran yang berpusat pada siswa, menggunakan permasalahan nyata seperti PMR.</p>
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Cheng, Jiuqing. "THE ROLE OF NUMERACY AND IMPULSIVITY IN INTERTEMPORAL CHOICE AND DECISION MAKING." Psychological Thought 13, no. 1 (April 30, 2020): 254–72. http://dx.doi.org/10.37708/psyct.v13i1.442.
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A growing body of research has indicated a relationship between numeracy and decision making and that lower numerate people display more disadvantageous decisions. In the domain of intertemporal choice, researchers have long been using impulsivity to address choice preference. To further illuminate the psychological mechanisms of making intertemporal choices, the present study examined the role of impulsivity and numeracy in intertemporal choice, in the presence of each other. The study adopted both subjective and numeracy scales. These scales correlated with each other and with intertemporal choice preference. Moreover, it was found that after controlling for impulsivity, the object numeracy was significantly associated with choice preference, with higher numerate participants showing a stronger preference toward the later larger gains over the sooner smaller gains. Thus, the study indicated that intertemporal choice preference could be attributed to both impulsivity and numeracy.
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Pratiwi, Inne Marthyane, Lisna Apriani, and Rinaldo Adi Pratama. "SUPPORTING THE NUMERACY LITERACY SKILLS OF ELEMENTARY SCHOOL STUDENTS." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 25, no. 2 (April 26, 2020): 55–60. http://dx.doi.org/10.18269/jpmipa.v25i2.41718.
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Numeracy literacy is an essential part of literacy because in it there is a competency that make student to do reasoning so that it can be used in daily life. The research aims to describe the implementation of classroom-based numeracy literacy, school culture, and community in elementary schools. The research uses a qualitative approach with descriptive methods. The research was conducted on 76 students from 1st grade and 6th students, homeroom teachers of 1st grade and 6th from public elementary schools. Data collection techniques using observation, document analysis, and interviews. The data is analyzed with thematic analysis. The results showed that at least teachers had participated in numeracy literacy training, students' math skills above the minimum criteria, implementation of problem-based learning and projects, but there were limited resources. Numeracy literacy based on school culture shows the lack of variation of numeration literacy books so that the library as the center of literacy activities has not been maximized. The numeracy literacy of the community base shows that there is no public space used for numeracy literacy and sharing sessions that start running. One of the efforts to optimize numeracy literacy by providing training to teachers. ABSTRAKLiterasi numerasi merupakan bagian literasi yang sangat penting, karena di dalamnya terdapat kompetensi yang mengasah individu untuk melakukan penalaran sehingga dapat digunakan dalam kehidupan sehari-hari. Penelitian bertujuan untuk mendeskripsikan implementasi literasi numerasi berbasis kelas, budaya sekolah, dan masyarakat di sekolah dasar. Pendekatan penelitian menggunakan kualitatif dengan metode deskriptif. Penelitian dilaksanakan terhadap 76 siswa kelas 1 dan 6 serta guru kelas 1 dan 6 sekolah dasar negeri. Teknik pengumpulan data menggunakan observasi, analisis dokumen, dan wawancara. Data dianalisis dengan analisis tematik. Hasil penelitian menunjukkan pada literasi numerasi basis kelas setidaknya guru pernah mengikuti pelatihan literasi numerasi, kemampuan matematika siswa di atas kriteria minimum, terlaksananya pembelajaran berbasis masalah dan proyek, namun terdapat keterbatasan sumber daya. Literasi numerasi basis budaya sekolah menunjukkan kurangnya variasi buku literasi numerasi sehingga perpustakaan sebagai pusat kegiatan literasi keberadaannya belum maksimal. Adapun literasi numerasi basis masyarakat menunjukkan belum adanya ruang publik yang digunakan untuk literasi numerasi dan sharing session yang mulai berjalan. Salah satu upaya optimalisasi literasi numerasi dengan memberikan pelatihan kepada guru.
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Alhafits, Ridho, Rohana Rohana, and Treny Hera. "Analysis of Numeration Ability form the Results of the Minimum Competency Assessment (AKM) in Class V Students of at SD Negeri 101 Palembang." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 5469–79. http://dx.doi.org/10.33487/edumaspul.v7i2.7349.
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The numeracy abilities in the AKM results for class V students at SD Negeri 101 Palembang are classified as below the set standards. Because students do not understand the AKM numeracy questions at the level of knowing, applying and reasoning. students are not yet adept at doing numeracy questions. Fulfillment of infrastructure for working on numeracy questions, especially inadequate IT. The aim of the research is to analyze the numeracy abilities of class V students at SDN 101 PLG in terms of perceptions of Creating, Applying and Reasoning as well as analyzing the level of students' numeracy abilities. The method used is descriptive with a quantitative approach. Research with a quantitative approach, pressure analysis on numerical data (numbers) which is then analyzed using appropriate statistical methods. The sample consisted of 30 fifth grade students and data analysis used the SPSS program. The numeracy abilities of class V students at SD Negeri 101 Palembang are mostly obtained based on the results of calculations between the students' average scores and the standard deviation of the data, then the results will be determined based on norm references. At the knowledge question level, for the "high" category there were 2 students or 6.67%, for the "medium" category there were 13 students or 43.33% and for the "low" category there were 15 students or 50%. At the application question level for the "high" category there were 3 students or 10% for the "medium" category there were 14 students or 46.67% and there were 13 students or 43.33% for the "low" category. At the level of reasoning questions for the "high" category there were 3 students or 10%, for the "medium" category there were 14 students or 50% and for the "low" category there were 12 students or 40%. The results of the overall numeracy ability test assessment show that the numeracy ability of students in the "high" category is 6 students or 20%, in the "medium" category is 18 students or 60% and in the "low" category is 6 students or 20%. So it can be concluded that the majority of students at SD Negeri 101 Palembang have a medium numeracy ability category.Keywords: Numeracy, Numeracy Ability, AKM
ABSTRAKKemampuan numerasi pada hasil AKM pada siswa kelas V di SD Negeri 101 Palembang tergolong dibawah standar yang di tetapkan. Dikarenakan siswa kurang memahami soal AKM numerasi level knowing, applying dan reasoning. siswa belum terlatih mengerjakan soal – soal numerasi. Pemenuhan sarana prasaranan mengerjakan soal – soal numerasi, terutama IT yang belum memadai. Tujuan dari penelitian untuk menganalisis kemampuan numerasi siswa kelas V SDN 101 PLG ditinjau dari persepsi Knowing, Applying dan Reasoning serta menganalisis tingkat kemampuan numerasi siswa. Metode yang digunakan ialah deskriptif dengan pendekatan kuantitatif. Penelitian dengan pendekatan kuantitatif menekankan analisis pada data numerik (angka) yang kemudian dianalisis dengan metode statistik yang sesuai. Sampel sejumlah 30 siswa kelas V dan analisis data menggunakan program SPSS. Kemampuan numerasi siswa kelas V SD Negeri 101 Palembang yang mayoritas sedang diperoleh berdasarkan hasil hitung antara nilai rata-rata siswa dengan standar deviasi data kemudian hasilnya akan dikategorikan berdasarkan acuan norma. Pada level soal knowing untuk kategori “tinggi” terdapat 2 siswa atau 6,67% untuk kategori “sedang” terdapat 13 siswa atau 43,33% dan untuk kategori “rendah” terdapat 15 siswa atau 50%. Pada level soal applying untuk kategori “tinggi” terdapat 3 siswa atau 10% untuk kategori “sedang” terdapat 14 siswa atau 46,67% dan terdapat 13 siswa atau 43,33% untuk kategori “rendah”. Pada level soal reasoning untuk kategori “tinggi” terdapat 3 siswa atau 10% untuk kategori “sedang” terdapat 14 siswa atau 50% dan untuk kategori “rendah” terdapat 12 siswa atau 40%. Hasil penilaian tes kemampuan numerasi secara keseluruhan menunjukkaan bahwa, kemampuan numerasi siswa untuk kategori “tinggi” sebanyak 6 siswa atau sebesar 20% kategori “sedang” sebanyak 18 siswa atau 60% dan kategori “rendah” sebanyak 6 siswa atau 20%. Sehingga, dapat disimpulkan bahwa mayoritas siswa SD Negeri 101 Palembang memiliki kategori kemampuan numerasi sedang.
Kata Kunci: Numerasi, Kemampuan Numerasi, AKM
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Carpenter, Rob Edwin, Leanne Coyne, Dave Silberman, and Jody Kyoto Takemoto. "Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study." Journal of Educational Evaluation for Health Professions 19 (October 27, 2022): 29. http://dx.doi.org/10.3352/jeehp.2022.19.29.
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Purpose: The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.Methods: Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.Results: In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.Conclusion: Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.
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Mary Jane Torres Luna. "MATHSANAY: School initiatives on bridging learners’ numeracy gap: A proposed math literacy project." World Journal of Advanced Research and Reviews 17, no. 2 (February 28, 2023): 196–99. http://dx.doi.org/10.30574/wjarr.2023.17.2.0173.
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This action research aims to determine the effectiveness of MATHSANAY Numeracy Project in bridging the numeracy gap and skills focusing on four fundamental operations in mathematics namely addition, subtraction, multiplication and division in among 49 identified non-numerate Grade 7 students of Bagbag National High School District of Rosario The study used the purposive sampling procedure. Numeracy Test was given to identify the non-numerates from grade 7 entrants as subject of intervention activities which is one hour face-face tutorial session every 5th day of the week and supported practice drill cards in daily lesson. It was conducted during the whole period of first quarter using Dependent T-test of two sample means. The pretest and posttest results were found “Highly Significant” where in the computed p-value is 0.00.with T value of -10.55. Moreover, the student-participants gained a notable improvement in their numeracy skills which moved its category from non-numerate group to moderately numerate group .Hence the utilization of MATHSANAY project is effective intervention in bridging the numeracy gap and skills which translated into a higher learning outcome of students and achievement in Mathematics.
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Adelia, Viona, Ratu Ilma Indra Putri, and Zulkardi Zulkardi. "A systematic literature review: how do we support students to become numerate?" International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (June 1, 2024): 1816. http://dx.doi.org/10.11591/ijere.v13i3.26849.
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<span lang="EN-US">Numeracy is the essential skill for life situations that involve mathematical elements and developing students’ numeracy skills is considered a primary goal of mathematics education. Despite its importance, numeracy can be challenging to teach, and it is not a guaranteed result of classroom mathematics learning. Through a systematic literature review, 35 studies about supporting students in becoming numerate in classrooms or courses are explored, this literature review also explained abilities included as numeracy, recommendations for teachers are given as well as some examples was given, also opportunities and directions for further research are identified, including guidelines for enhancing students’ numeracy competence.</span>
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Blank, Robert D. "Numeracy." Annals of Internal Medicine 128, no. 9 (May 1, 1998): 783. http://dx.doi.org/10.7326/0003-4819-128-9-199805010-00029.
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Schwartz, Lisa M. "Numeracy." Annals of Internal Medicine 128, no. 9 (May 1, 1998): 783. http://dx.doi.org/10.7326/0003-4819-128-9-199805010-00030.
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Malik, Paul. "Numeracy." Canadian Journal of Cardiology 23, no. 10 (August 2007): 777. http://dx.doi.org/10.1016/s0828-282x(07)70837-1.
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Kusumawati, Eny, and Donosuko DP. "PENDAMPINGAN LITERASI DAN NUMERASI MELALUI BIMBINGAN DAN KONSELING UNTUK MENINGKATKAN PEMBELAJARAN DI SD N KETELAN SURAKARTA." PROFICIO 4, no. 2 (July 18, 2023): 13–19. http://dx.doi.org/10.36728/jpf.v4i2.2559.
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Abstract
Literacy and numeracy abilities are the minimum abilities that children must have in order to carry out the learning process. However, it was found that the literacy and numeracy skills of elementary school age children at SD N Ketelan Surakarta are quite low. This is due to the lack of motivation, independence, and learning patterns that do not encourage children to carry out learning activities. The implementation of guidance and counseling services is a solution to improve students' literacy and numeracy abilities. This community service aims to assist children by providing guidance and counseling with various literacy and numeracy activities so that they become more motivated to learn and gain knowledge.
The result of this activity is that children become very enthusiastic in participating in the various numeracy literacy programs that are provided. This can be seen from the active participation of each child during the activity. Therefore it is very necessary to continue meaningful activities to improve children's numeracy literacy at SD N Ketelan Surakarta.
Keywords: literacy and numeracy, guidance and counseling
Abstrak
Kemampuan literasi dan numerasi merupakan kemampuan minimum yang harus dimiliki anak agar dapat melaksanakan proses belajar. Namun didapati bahwa kemampuan literasi dan numerasi anak usia Sekolah Dasar di SD N Ketelan Surakarta cukup rendah. Hal ini dikarenakan minimnya motivasi, kemandirian, dan pola pembelajaran yang kurang mendorong anak untuk melakukan aktivitas belajar. Pelaksanaan layanan bimbingan dan konseling menjadi solusi untuk meningkatkan kemampuan literasi dan numerisasi siswa. Pengabdian kepada masyarakat ini bertujuan untuk mendampingi anak-anak dengan melakukan bimbingan dan konseling dengan berbagai kegiatan literasi dan numerasi sehingga menjadi lebih termotivasi untuk belajar dan menambah pengetahuan.
Hasil dari kegiatan ini adalah anak-anak menjadi sangat bersemangat dalam mengikuti berbagai program literasi numerasi yang diberikan. Hal ini terlihat dari partisipasi aktif setiap anak saat kegiatan berlangsung. Oleh karena itu sangat diperlukan keberlanjutan dari kegiatan bermakna untuk meningkatkan literasi numerasi anak-anak di SD N Ketelan Surakarta.
Kata Kunci: literasi dan numerisasi, bimbingan dan konseling
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Safitri, Anis Suraida. "Pembiasaan Literasi Numerasi dalam Pembelajaran Matematika di MA Al-Mahrusiyah." Griya Journal of Mathematics Education and Application 3, no. 2 (June 30, 2023): 295–302. http://dx.doi.org/10.29303/griya.v3i2.339.
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Numeracy literacy has not been applied optimally so that the numeracy literacy score of students from PISA is low. The low numeracy literacy skills can be overcome by organizing learning that facilitates students to have numeracy literacy. The research objectives in this study are: 1) to describe mathematics learning strategies in numeracy literacy habituation. 2) to describe the interaction of students and teachers in habituation of numeracy literacy. The type of research used by researchers is qualitative research. This research was conducted at MA Al-Mahrusiyah class X (Phase E) in the first semester of the 2022/2023. Data collection techniques were carried out by collecting documents, collecting theories, interviewing math teachers, direct observation and administering questionnaires. Data validity with triangulation. Data analysis techniques using two ways, namely data reduction, data presentation and conclusions. The results of this study are: (1) numeracy literacy habituation has been running following three stages of literacy, namely: habituation, development and learning. Learning activities have implemented a variety of models. The learning modules prepared can facilitate students in the learning process and find concepts. The evaluation questions used focus on HOTS with various forms of questions, (2) habituation of numeracy literacy requires the activeness of students and the creativity of teachers in designing learning. In math learning activities, there are two activities, namely independent controlled training and group controlled training.
Abstrak
Literasi numerasi belum diterapkan secara maksimal sehingga skor literasi numerasi peserta didik dari PISA rendah. Rendahnya kemampuan literasi numerasi bisa diatasi dengan penyelenggaraan pembelajaran yang memfasilitasi peserta didik untuk berliterasi numerasi. Tujuan penelitian pada penelitian ini yaitu: 1) mendeskripsikan strategi pembelajaran matematika dalam pembiasaan literasi numerasi. 2) mendeskripsikan interaksi peserta didik dan guru dalam pembiasaan literasi numerasi. Jenis penelitian yang digunakan peneliti yaitu penelitian kualitatif. Penelitian ini dilaksanakan di MA Al-Mahrusiyah kels X (Fase E) pada semester ganjil tahun pelajaran 2022/2023. Teknik pengumpulan data dilakukan dengan mengumpulkan dokumen, mengumpulkan teori, wawancara guru matematika, observasi langsung dan pemberian kuesioner. Keabsahan data dengan triangulasi. Teknik analisis data dengan menggunakan dua cara yaitu reduksi data, penyajian data dan kesimpulan. Hasil penelitian ini yaitu: (1) pembiasaan literasi numerasi telah berjalan mengikuti tiga tahapan literasi, yaitu: pembiasaan, pengembangan dan pembelajaran. Kegiatan pembelajaran telah menerapkan model yang bervariasi. Modul pembelajaran yang disusun dapat memfasilitasi peserta didik dalam proses belajar dan menemukan konsep. Soal evaluasi yang digunakan terfokus pada HOTS dengan berbagai bentuk soal, (2) pembiasaan literasi numerasi membutuhkan keaktifan peserta didik dan kekreatifan guru dalam merancang pembelajaran. Dalam kegiatan pembelajaran matematika terdapat dua kegiatan yaitu pelatihan terkontrol mandiri dan pelatihan terkontrol kelompok.
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Putri, Fianita Eka, Monica Feby Zelvia, Nadya Rosma Anggi Cinta Kumala, and Khusaini Khusaini. "Metode Design Thinking pada Perancangan Media Pembelajaran Ular Tangga IPA (ULTAPA) sebagai Peluang Peningkatan Literasi dan Numerasi Siswa SMP." Journal of Innovation and Teacher Professionalism 2, no. 1 (April 30, 2024): 55–64. http://dx.doi.org/10.17977/um084v2i12024p55-64.
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Rendahnya minat belajar dan kemampuan intelegensi yang kurang berkembang pada peserta didik mencerminkan indikasi lemahnya literasi dan numerasi pada peserta didik. Guru hendaknya mencari tahu kebutuhan belajar siswa yang dapat digunakan untuk menguatkan literasi dan numerasi peserta didik melalui metode Design thinking (DT). DT adalah suatu metodologi desain untuk mengatasi masalah dengan cara memahami kebutuhan manusia yang terlibat dari segi perancangan tatap muka, terdapat lima tahap Design Thinking yaitu, Empathize, Define, Ideate, Prototype, dan Test. penerapan Design Thinking (DT) yang digunakan untuk mendapatkan media yang paling efektif dalam mengatasi masalah literasi dan numerasi pesertsa didik kelas IX di SMPN 28 Malang. Hasilnya diketahui media Ular Tangga IPA (ULTAPA) memungkinkan diterapkan guru untuk meningkatkan kemampuan literasi dan numerasi peserta didik kelas IX di SMPN 28 Malang. Kata kunci: design thinking, media ULTAPA, literasi dan numerasi Design Thinking Method in the Design of Learning Media Ular Tangga IPA (ULTAPA) as an Opportunity to Improve Literacy and Numeracy of Junior High School Students Low interest in learning and underdeveloped intelligence abilities in students indicate weak literacy and numeracy in students. Teachers should find out students' learning needs which can be used to strengthen students' literacy and numeracy through the Design Thinking (DT) method. DT is a design methodology for solving problems by understanding the needs of the humans involved in terms of face-to-face design. There are five stages of Design Thinking, namely, Empathize, Define, Ideate, Prototype, and Test. application of Design Thinking (DT) which is used to obtain the most effective media in overcoming the literacy and numeracy problems of class IX students at SMPN 28 Malang. The results show that the Science Snakes and Ladders media (ULTAPA) allows teachers to apply it to improve the literacy and numeracy skills of class IX students at SMPN 28 Malang. Keyword: design thinking, ULTAPA media, literacy and numeracy
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Rahman, Nurul Desy Fitria. "ANALISIS KEMAMPUAN NUMERASI PESERTA DIDIK PADA SOAL MATEMATIKA SD NEGERI SONGGOM 03." JS (JURNAL SEKOLAH) 6, no. 4 (September 30, 2022): 142. http://dx.doi.org/10.24114/js.v6i4.38841.
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Abstract: Analysis of Students' Numerical Ability in Mathematics Problems at SD Negeri Songgom 03. The formulation of the problem in this study is: How is the numeracy ability of students in mathematics at SD Negeri Songgom 03. The purpose of this study is to determine the numeracy abilities of students in math problems. Data collection techniques in this research is to use interview techniques, observation and documentation. This research method uses a qualitative descriptive method. The object in this study is primary data, namely data directly obtained by the resource persons, namely grade 1 students, grade 1 teachers, and parents. The results of research on students' numeracy skills in mathematics, namely there is numeracy ability, namely students are able to solve math-related problems by themselves without the help of others, students' abilities are able to solve math-related problems that still require teacher assistance, low numeracy skills, namely students are still weak in counting so they always need the help of the teacher. Thus, it can be said that the ability to count in mathematics there are 3 categories, namely high, medium and low. Keyword : Numeracy Skills, Mathematics Abstrak : Analisis Kemampuan Numerasi Peserta Didik Pada Soal Matematika SD Negeri Songgom 03. Rumusan masalah pada penelitian ini yaitu: Bagaimana kemampuan numerasi peserta didik pada soal matematika di SD Negeri Songgom 03. Tujuan penelitian ini adalah untuk mengetahui kemampuan numerasi peserta didik pada soal matematika. Teknik pengumpulan data dalam penelitian ini adalah dengan menggunakan teknik wawancara, observasi dan dokumentasi. Metode penelitian ini menggunakan metode deskriptif kualitatif. Objek dalam penelitian ini adalah data primer yaitu data yang langsung diperoleh oleh narasumber yaitu peserta didik kelas 1, guru kelas 1, dang orang tua. Hasil penelitian pada kemampuan numerasi peserta didik pada soal matematika yaitu terdapat kemampuan numerasi tinggi yaitu peserta didik mampu memecahkan masalah terkait pada soal matematika dengan sendirinya tanpa bantuan orang lain, kemampuan numerasi sedang yaitu peserta didik mampu menyelesaikan masalah terkait pada soal matematika yang masih memerlukan bantuan guru, kemampuan numerasi rendah yaitu peserta didik masih lemah dalam berhitung sehingga selalu memerlukan bantuan guru. Dengan demikian dapat disimpulkan bahwa kemampuan numerasi pada soal matematika terdapat 3 kategori yaitu tinggi, sedang dan rendah. Sedanglan Kata Kunci : Kemampuan Numerasi, Matematika
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Widodo, Arif, and Umar Umar. "APAKAH LEARNING LOSS BERPENGARUH TERHADAP KEMAMPUAN NUMERASI SISWA?" JS (JURNAL SEKOLAH) 6, no. 2 (March 16, 2022): 1. http://dx.doi.org/10.24114/js.v6i2.33371.
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Abstract: The pandemic has the potential to cause learning loss. This study aims to determine students' numeracy skills during the pandemic. The indicator of numeracy ability in this study is the students' ability to solve basic arithmetic operations. The type of research used is survey research. Data collection using test instruments. The research subjects were 110 elementary school students. Data were analyzed using descriptive statistics. The data is presented in the form of tables and diagrams. The results showed that the number of students who could not perform basic arithmetic operations was 87%, multiplication 48%, subtraction 38%, and addition 17%. The data shows the low ability of students in the field of basic numeracy during the pandemic. Learning loss during the pandemic also has an impact on the decline in students' numeracy abilities. Keywords: numeracy abilities, learning loss, primary school Abstrak: Pandemi berpotensi menyebabkan terjadinya learning loss. Penelitian ini bertujuan untuk mengetahui kemampuan numerasi siswa selama pandemi. Indikator kemampuan numerasi dalam penelitian ini adalah kemampuan siswa dalam menyelesaikan soal operasi hitung dasar. Jenis penelitian yang digunakan adalah penelitian survei. Pengumpulan data menggunakan instrumen tes. Subjek penelitian sebanyak 110 siswa sekolah dasar. Data dianalisis menggunakan statistik deskriptif. Data disajikan dalam bentuk tabel dan diagram. Hasil penelitian menunjukkan bahwa jumlah siswa yang tidak dapat melakukan operasi hitung dasar pembagian sebesar 87%, perkalian 48%, pengurangan 38% dan penjumlahan 17%. Data tersebut menunjukkan rendahnya kemampuan siswa dalam bidang numerasi dasar selama pandemi. Learning loss selama pandemi juga berdampak pada menurunnya kemampuan siswa dalam bidang numerasi dasar. Kata kunci: kemampuan numerasi, learning loss, sekolah dasar,
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Lestari, Endri Puji, and Tatag Yuli Eko Siswono. "PROFIL BERPIKIR KRITIS SISWA SMP MENYELESAIKAN SOAL NUMERASI BERDASARKAN TINGKAT KEMAMPUAN NUMERASI." MATHEdunesa 11, no. 2 (May 26, 2022): 538–47. http://dx.doi.org/10.26740/mathedunesa.v11n2.p538-547.
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Abstrak
Penelitian ini bertujuan untuk mendeskripsikan berpikir kritis siswa SMP dengan kemampuan numerasi tinggi dan rendah dalam menyelesaikan soal numerasi. Jenis penelitian yaitu penelitian deskriptif kualitatif. Instrumen utamanya yaitu peneliti dan instrumen pendukung terdiri dari tes kemampuan matematika, tes berpikir kritis, dan wawancara tak terstruktur. Penelitian melibatkan 2 siswa kemampuan numerasi tinggi dan 2 siswa kemampuan numerasi rendah jenjang SMP kelas VIII A. Teknik analisis menggunakan konsep tanda Pierce. Berdasarkan hasil penelitian yaitu (1) siswa kemampuan numerasi tinggi memenuhi keseluruhan indikator berpikir kritis FRISCO. Pada aspek focus yaitu siswa mengidentifikasi informasi pada soal dan memberikan penjelasan sederhana, aspek reason yaitu siswa menuliskan langkah-langkah pengerjaan, menyelesaikannya, dan memberikan alasan yang relevan dalam setiap proses pengerjaan soal, aspek inference yaitu siswa menjelaskan dan menuliskan kesimpulan detail dan benar, aspek situation yaitu siswa memilah informasi yang penting atau tidak penting untuk dicantumkan dalam langkah-langkah penyelesaian, aspek clarifity yaitu siswa menjelaskan mengenai istilah atau simbol pada proses pengerjaan soal, aspek overview yaitu siswa memastikan kembali jawaban yang sudah ditulis dan (2) siswa kemampuan numerasi rendah tidak memenuhi keseluruhan indikator berpikir kritis FRISCO, siswa hanya memenuhi aspek focus. Pada aspek focus, siswa memahami masalah dari membaca soal, menulis apa yang diketahui dan ditanyakan pada soal.
Kata Kunci: Berpikir kritis, soal numerasi, kemampuan numerasi
Abstract
This study aims to describe the critical thinking of junior high school students with high and low numeracy skills in solving numeracy problems. The type of research is descriptive qualitative research. The main instrument is the researcher and the supporting instruments consist of a mathematical ability test, a critical thinking test, and an unstructured interview. The study involved 2 students with high numeracy skills and 2 students with low numeracy abilities at the SMP class VIII A. The analysis technique used the concept of Pierce's sign. Based on the results of the study, namely (1) students with high numeracy abilities met all of the FRISCO critical thinking indicators. In the focus aspect, namely students identify information on questions and provide simple explanations, the reason aspect is that students write down the steps of work, complete them, and give relevant reasons in each process of working on the problem, the inference aspect, namely students explain and write detailed and correct conclusions, aspects situation, namely students sorting out important or unimportant information to be included in the completion steps, clarification aspect, namely students explaining terms or symbols in the process of working on questions, overview aspect, namely students confirming the answers that have been written, and (2) students with low numeracy skills. did not meet all of the FRISCO critical thinking indicators, students only met the focus aspect. In the focus aspect, students understand the problem from reading the question, writing what is known and asked in the question.
Keywords: Critical thinking, numeracy, numeracy skills.
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Dahlan, Jarnawi Afgani, Dadang Juandi, Anjar Yogaswara, and Dui Kurniasih. "Developing mathematics teaching materials based on numeracy literacy for junior high school mathematics teachers in West Bandung Regency." Transformasi: Jurnal Pengabdian Masyarakat 19, no. 2 (December 31, 2023): 237–49. http://dx.doi.org/10.20414/transformasi.v19i2.8294.
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[Bahasa]: Pemahaman guru matematika terhadap literasi dan numerasi yang baik akan berdampak pada kemampuan mereka dalam mengembangkan bahan ajar yang pada akhirnya akan meningkatkan literasi numerasi siswa. Pengabdian kepada masyarakat ini bertujuan untuk menguatkan pemahaman literasi numerasi guru matematika sehingga mereka memiliki kemampuan dalam mengembangkan bahan ajar yang mengintegrasikan literasi numerasi dalam proses pembelajaran matematika. Kegiatan pengabdian ini didesain dalam tiga tahap, yaitu seminar, lokakarya, dan ujicoba hasil lokakarya. Kegiatan tahap pertama dilakukan melalui seminar secara daring dengan dengan pendekatan PAR (Participatory Action Research). Partisipan kegiatan ini adalah 172 guru matematika SMP negeri dan swasta di Bandung Barat. Kegiatan tahap kedua adalah lokakarya pengembangan perangkat pembelajaran terintegrasi literasi numerasi dimana peserta dibagi menjadi beberapa kelompok berdasarkan topik matematika yang ada di sekolah menengah pertama. Produk hasil lokakarya pada tahap kedua ini adalah modul ajar, bahan tayang, bahan ajar, dan bahan ajar tersimpan dalam aplikasi Kotobee. Tahap ketiga adalah implementasi praktek pembelajaran sebagai uji coba produk yang dihasilkan pada tahap dua. Praktek pembelajaran dilakukan secara terbuka di SMP N 3 Lembang Kabupaten Bandung Barat. Hasil program pengabdian kepada masyarakat ini menunjukkan adanya peningkatan kemampuan literasi numerasi guru matematika SMP di Kabupaten Bandung Barat. Secara umum peserta mampu menghasilkan produk bahan ajar matematika yang terintegrasi literasi numerasi dan disimpan pada salah satu aplikasi yang Bernama Kotobee. Kata Kunci: bahan ajar matematika terintegrasi, guru matematika, literasi numerasi, pengajaran matematika [English]: Mathematics teachers' understanding of literacy and numeracy impacts their ability to develop teaching materials to improve students' numeracy literacy. This community service program aims to strengthen mathematics teachers' understanding of numeracy literacy to develop teaching materials that integrate numeracy literacy into the mathematics learning process. This program was designed in three stages: seminars, workshops, and pilot testing of workshop results. The first phase of the activity was conducted through an online seminar using the PAR (Participatory Action Research) approach. The participants were 172 public and private junior high school mathematics teachers in West Bandung Regency. The second phase of the activity was a numeracy literacy integrated learning tool development workshop where participants were divided into groups based on mathematics topics. The workshop's products in this second stage are teaching modules, broadcast materials, and teaching materials stored in the Kotobee application. The third stage was the implementation of learning practices as a trial of the products produced in stage two. The learning practice was conducted openly at SMP N 3 Lembang, West Bandung Regency. The results of this community service program showed an increase in the numeracy literacy skills of junior high school mathematics teachers in West Bandung Regency. In general, participants could produce mathematics teaching material products that were integrated with numeracy literacy and stored in one application called Kotobee. Keywords: integrated mathematics teaching materials, mathematics teachers, numeracy literacy, mathematics teaching
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Hendriani, Maifit, Zutri Parwines, and Suci Wulandari. "Validitas dan Praktikalitas Buku Ajar Berbasis Literasi Numerasi Lintas Kurikulum untuk Sekolah Dasar." Jurnal Basicedu 7, no. 1 (February 5, 2023): 621–30. http://dx.doi.org/10.31004/basicedu.v7i1.4717.
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Literasi numerasi menjadi penentu kemajuan sebuah bangsa. Namun, literasi numerasi siswa di Indonesia masih rendah. Sehingga, secara tidak langsung menciptakan sumber daya manusia yang tidak siap menghadapi era pasar bebas dan tidak mampu bersaing dengan negara lain. Solusinya dibutuhkan buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum). Tujuan dari penelitian ini adalah untuk mengembangkan buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum) di kelas V Sekolah Dasar yang valid dan praktis. Model pengembangan yang dipilih adalah model 4D. Langkah-langkah 4D adalah pendefinisian, perancangan, pengembangan, dan penyebaran. Penelitian terbatas ditahap development untuk melihat validitas dan praktikalitas buku ajar. Berdasarkan hasil penelitian, diperoleh uji validitas materi, desain dan bahasa berturut-turut adalah 85,4 % (Sangat Valid), 92% (Sangat Valid) dan 79% (Valid) dan hasil uji praktikalitas yang dilihat dari pendidik 75% (Praktis) dan peserta didik 83% (Sangat Praktis). Disimpulkan bahwa buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum) layak digunakan.
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Ghazal, Saima, Edward T. Cokely, and Rocio Garcia-Retamero. "Predicting biases in very highly educated samples: Numeracy and metacognition." Judgment and Decision Making 9, no. 1 (January 2014): 15–34. http://dx.doi.org/10.1017/s1930297500004952.
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AbstractWe investigated the relations between numeracy and superior judgment and decision making in two large community outreach studies in Holland (n=5408). In these very highly educated samples (e.g., 30–50% held graduate degrees), the Berlin Numeracy Test was a robust predictor of financial, medical, and metacognitive task performance (i.e., lotteries, intertemporal choice, denominator neglect, and confidence judgments), independent of education, gender, age, and another numeracy assessment. Metacognitive processes partially mediated the link between numeracy and superior performance. More numerate participants performed better because they deliberated more during decision making and more accurately evaluated their judgments (e.g., less overconfidence). Results suggest that well-designed numeracy tests tend to be robust predictors of superior judgment and decision making because they simultaneously assess (1) mathematical competency and (2) metacognitive and self-regulated learning skills.
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Girard, Cléa, Thomas Bastelica, Jessica Léone, Justine Epinat-Duclos, Léa Longo, and Jérôme Prado. "Nurturing the Mathematical Brain: Home Numeracy Practices Are Associated With Children’s Neural Responses to Arabic Numerals." Psychological Science 33, no. 2 (February 2022): 196–211. http://dx.doi.org/10.1177/09567976211034498.
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Disparities in home numeracy environments contribute to variations in children’s mathematical skills. However, the neural mechanisms underlying the relation between home numeracy experiences and mathematical learning are unknown. Here, parents of 66 eight-year-olds completed a questionnaire assessing the frequency of home numeracy practices. Neural adaptation to the repetition of Arabic numerals and words was measured in children using functional MRI ( n = 50) to assess how sensitive the brain is to the presentation of numerical and nonnumerical information. Disparities in home numeracy practices were related to differences in digit (but not word) processing in a region of the left intraparietal sulcus (IPS) that was also related to children’s arithmetic fluency. Furthermore, digit-related processing in the IPS influenced the relation between home numeracy practices and arithmetic fluency. Results were consistent with a model hypothesizing that home numeracy practices may affect children’s mathematical skills by modulating the IPS response to symbolic numerical information.
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Rachmawati, Fitri Kurnia, Nurcholif Diah Sri Lestari, Ervin Oktavianingtyas, Dinawati Trapsilasiwi, and Randi Pratama Murtikusuma. "Profil Literasi Numerasi Siswa SMA dalam Menyelesaikan Soal AKM Konten Aljabar Berdasarkan Kemampuan Matematika." JIPM (Jurnal Ilmiah Pendidikan Matematika) 12, no. 2 (March 25, 2024): 294. http://dx.doi.org/10.25273/jipm.v12i2.18983.
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<p>Literasi numerasi diperlukan oleh siswa SMA untuk mempersiapkan diri dalam menempuh pendidikan tinggi atau memasuki dunia kerja pada abad 21 yang dapat diukur dengan tes AKM konten aljabar. Perbedaan kemampuan matematika siswa SMA menyebabkan perbedaan tingkat literasi numerasi yang dicapai. Jenis penelitian ini adalah kualitatif deskriptif dengan tujuan mendeskripsikan literasi numerasi siswa SMA dalam menyelesaikan soal AKM konten aljabar berdasarkan kemampuan matematika. Lokasi penelitian adalah SMAN 2 Jember dengan subjek penelitian adalah tiga siswa kelas XI MIPA 5 yang dipilih dengan teknik purposive sampling. Data dikumpulkan melalui tes tulis dan wawancara yang kemudian dianalisis berdasarkan indikator literasi numerasi pada proses kognitif pemahaman, penerapan, dan penalaran; dilakukan member check; menyajikan data, serta melakukan penarikan kesimpulan. Hasil penelitian diperoleh bahwa siswa dengan kemampuan matematika tinggi dikategorikan pada tingkat literasi numerasi mahir dan memenuhi seluruh indikator proses kognitif. Siswa dengan kemampuan matematika sedang dikategorikan pada tingkat literasi numerasi cakap dan hanya memenuhi indikator proses kognitif pemahaman dan penerapan. Siswa dengan kemampuan matematika rendah dikategorikan pada tingkat literasi numerasi dasar dan hanya memenuhi indikator proses kognitif pemahaman dan dua indikator proses kognitif penerapan. Dengan demikian, penggunaan soal dengan konteks kehidupan sehari-hari diperlukan untuk mengasah literasi numerasi siswa dalam menyelesaikan permasalahan dengan konteks dunia nyata. </p><p> </p><p><em>Numeracy literacy is needed by high school students to prepare themselves for higher education or entering the workforce in the 21st century which can be measured by the AKM test on algebra content. Differences in the mathematical abilities of high school students cause differences in the level of numeracy literacy achieved. This type of research is descriptive qualitative with the aim of describing the numeracy literacy of high school students in solving AKM questions on algebra content based on mathematical ability. The research location is SMAN 2 Jember with the research subjects are three students of class XI MIPA 5 selected by purposive sampling technique. Data were collected through written tests and interviews which were then analyzed based on numeracy literacy indicators on cognitive processes of understanding, application, and reasoning; member checks were conducted; presenting data, and drawing conclusions. The results showed that students with high mathematics ability were categorized at the advanced numeracy literacy level because they met all the cognitive process indicators. Students with moderate mathematics ability are categorized at the proficient numeracy literacy level because they only fulfill the cognitive process indicators of understanding and application. Students with low mathematics ability are categorized at the basic numeracy literacy level because they only fulfill the cognitive process indicators of understanding and two cognitive process indicators of application. Thus, the use of problems with the context of everyday life is needed to hone students' numeracy literacy in solving problems with real-world contexts.</em></p><div id="gtx-trans" style="position: absolute; left: -46px; top: 21.5903px;"> </div>
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Muna, Ana Khalimatul, Rizky Esti Utami, Fine Reffiane, and Ganis Suprihatini. "PROFIL KEMAMPUAN LITERASI NUMERASI SISWA DITINJAU DARI GAYA BELAJAR SISWA KELAS 1 SD GAJAHMUNGKUR 04." JS (JURNAL SEKOLAH) 7, no. 3 (June 1, 2023): 336. http://dx.doi.org/10.24114/js.v7i3.44074.
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Abstract: This study aims to examine students' numeracy literacy skills based on their learning styles. The type of research used is descriptive qualitative and datacollectionthrough questionnaires, tests, and interviews. Data analysis isat the same stageof data reduction, data presentation, and conclusions. The study results found that students with a visual learning style were responsive in working on test questions and fulfilled all indicators of numeracy literacy ability. Meanwhile, auditory and kinesthetic learning styles tend to have the same response when receiving test questions asking for help from teachers and only fulfill two indicators of numeracy literacy ability.Keyword: Literacy, Numeracy, Learning Style.Abstrak: Penelitian ini bertujuan untuk mengkaji kemampuan literasi numerasi siswa berdasarkan gaya belajar. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pengambilan data melalui angket, tes, dan wawancara. Analisis data melewati tahapan dari reduksi data, penyajian data, dan penarikan kesimpulan. Dari hasil penelitian ditemukan bahwa siswa dengan gaya belajar visual cepat tanggap dalam mengerjakan soal tes dan memenuhi seluruh indikator kemampuan literasi numerasi. Sedangkan untuk gaya belajar auditori dan kinestetik cenderung memiliki respon yang sama ketika mendapat soal tes meminta bantuan terhadap guru dan hanya memenuhi dua indikator kemampuan literasi numerasi.Kata Kunci: Literasi, Numerasi, Gaya belajar.
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Sulistyani, Nawang, and Adi Slamet Kusumawardana. "PENDAMPINGAN PENYUSUNAN MODUL NUMERASI BERORIENTASI ASESMEN KOMPETENSI MINIMUM DI SEKOLAH DASAR." JMM (Jurnal Masyarakat Mandiri) 6, no. 1 (February 13, 2022): 464. http://dx.doi.org/10.31764/jmm.v6i1.6431.
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Abstrak: Asesmen Kompetensi Minimum (AKM) merupakan salah satu instrumen penilaian hasil belajar peserta didik yang mendasar dalam aspek kognitif yaitu literasi membaca dan numerasi. Asesmen literasi membaca dan numerasi pada AKM dapat ditinjau dari tiga aspek yaitu konten, proses kognitif, serta konteks. Permasalahan di SD Muhammadiyah 5 Kota Malang antara lain belum ada bentuk asesmen pembelajaran yang berorientasi pada AKM. Melihat permasalahan tersebut, perlu dilakukan pendampingan penyusunan modul numerasi berorientasi AKM di Sekolah Dasar. Pelaksanaan kegiatan dilakukan dengan empat tahapan antara lain workshop penyusunan modul numerasi berorientasi AKM, pendampingan penyusunan modul numerasi berorientasi AKM, implementasi modul numerasi berorientasi AKM, serta refleksi dan tindak lanjut. Mitra pengabdian ini yaitu SD Muhammadiyah 5 Kota Malang yang diwakili oleh 10 orang guru SD. Hasil pelaksanaan diperoleh kompetensi guru meningkat, hal ini ditunjukkan dengan variasi bentuk soal yang disusun oleh guru setelah adanya kegiatan workshop. Jenis soal yang disusun guru tidak hanya pilihan ganda, jenis soal yang disusun berupa pilihan ganda kompleks, menjodohkan, isian singkat dan uraian. Tanggapan dan evaluasi dari guru bahwa modul numerasi berorientasi AKM sangat diperlukan dan memudahkan guru untuk memetakan ketercapaian kompetensi dasar peserta didik dan perlu adanya variasi soal serta pembimbingan peserta didik sebelum mengerjakan modul AKM.Abstract: Minimum Competency Assessment (MCA) assesses student learning outcomes fundamental in the cognitive aspect, namely reading literacy and numeracy. Reading literacy and numeracy assessment in the MCA can be viewed from three aspects: content, mental processes, and context. Problems at SD Muhammadiyah 5 Malang City, there is no form of learning assessment oriented to the MCA. It is necessary to assist in preparing MCA-oriented numeracy modules in elementary schools. The implementation of the activity is in four stages, including workshops on the preparation of the MCA-oriented numeracy module, assistance in the preparation of the AKM-oriented numeracy module, the implementation of the MCA-oriented numeracy module, as well as reflection and follow-up. SD Muhammadiyah 5 Malang City is this service partner, represented by ten elementary school teachers. The implementation results showed that teacher competence increased, indicated by variations in the teacher's questions after the workshop activities. The types of questions compiled by the teacher are multiple-choice and arranged in the form of multiple complex choices, matchmaking, short entries and descriptions. Responses and evaluations from teachers that the MCA-oriented numeracy module is essential and makes it easier for teachers to map the achievement of students' necessary competencies and the need for variations in questions and student guidance before working on the MCA module.
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Sarwuna, Yostinawely, Yubali Ani, and Robert Harry Soesanto. "PENERAPAN METODE BERCERITA BAGI KEMAMPUAN NUMERASI SISWA USIA DINI DALAM PEMBELAJARAN TEMATIK [APPLICATION OF THE STORY METHOD FOR EARLY STUDENT NUMERATION ABILITY IN THEMATIC LEARNING]." JOHME: Journal of Holistic Mathematics Education 7, no. 1 (June 2, 2023): 76. http://dx.doi.org/10.19166/johme.v7i1.6468.
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<p>Based on the results of observations made at a Christian Kindergarten in Tangerang, it was found that there was an unevenness in the numeracy abilities of early-age students. Some students already have the ability to count numbers 1 and 3, but some others do not.<strong> </strong>Therefore, it is necessary to introduce numeracy skills by the teacher so that students have an even numeracy ability. The purpose of writing this scientific work is to describe the application of the storytelling method to the numeracy skills of early-age students in thematic learning. The research method used is descriptive qualitative research method. Based on the results of the discussion, it was found that the application of the storytelling method was carried out in six stage’s that were closely related to the introduction of numeracy skills, namely making preparations before learning, checking readiness and providing motivation to students, actively involving students, telling stories with attention to language, developing, and checking student understanding. Through the application of the six stages of the storytelling method in thematic learning it can help teachers to assess and confirm the level of numeracy abilities of early age students. The next suggestion is to pay attention to various indicators of numeracy skills that have not been studied and to pay attention to the time allocation in teaching so that the effectiveness of the six stages of the storytelling method can be assessed.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Berdasarkan hasil observasi yang dilakukan pada salah satu Taman Kanak-kanak Kristen di Tangerang ditemukan ketidakrataan kemampuan numerasi siswa usia dini. Beberapa siswa telah memiliki kemampuan membilang bilangan 1 dan 3 namun beberapa lainnya belum. Oleh sebab itu, diperlukan pengenalan kemampuan numerasi oleh guru agar siswa memiliki kemampuan numerasi yang merata. Tujuan penulisan karya ilmiah ini adalah memaparkan penerapan metode bercerita bagi kemampuan numerasi siswa usia dini dalam pembelajaran tematik. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Berdasarkan pemaparan hasil pembahasan ditemukan penerapan metode bercerita dilakukan dalam enam tahapan yang berkaitan erat dengan pengenalan kemampuan numerasi yaitu melakukan persiapan sebelum pembelajaran, mengecek kesiapan dan memberikan motivasi kepada siswa, melibatkan siswa secara aktif, bercerita dengan memperhatikan bahasa, melakukan pengembangan, dan mengecek pemahaman siswa. Melalui penerapan keenam tahapan metode bercerita dalam pembelajaran tematik dapat membantu guru untuk menilai serta mengkonfirmasi tingkatan kemampuan numerasi siswa usia dini. Adapun saran selanjutnya adalah memperhatikan berbagai indikator kemampuan numerasi yang belum dikaji serta memerhatikan alokasi waktu dalam melakukan pengajaran sehingga keenam tahapan metode bercerita dapat dinilai keefektifannya.</p>
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Suprima, Suprima, Akmal Rizki Gunawan, Arina Salsabila, and Rafikha Desta Ramadhania. "Impelementasi Literasi Numerasi Kampus Merdeka di SDIT Darul Hikam Insani." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 4, no. 2 (June 1, 2022): 555. http://dx.doi.org/10.20527/btjpm.v4i2.5069.
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Tujuan dari pengabdian ini untuk mengimplementasikan kegiatan literasi dan numerasi dalam upaya menghidupkan pembelajaran di SDIT Darul Hikmah Insani. Pengabdian ini dilatarbelakangi oleh ketidakefektifan Pembelajaran Jarak jauh (PJJ) di SDIT Darul Hikmah. Kegiatan pengabdian yang diadakan adalah kelas tutor dan yang menjadi sasaran utamanya adalah para siswa yang masih kurang paham mengenai literasi dan numerasi. Keberhasilan program diukur dari sejumlah soal yang diberikan pada siswa seputar literasi dan numerasi. Teknik pengumpulan data yang digunakan dalam pengabdian ini adalah dokumentasi, wawancara, dan observasi. Hasil dari kegiatan pengabdian ini menunjukkan bahwa kegiatan kelas tutor yang mengajarkan literasi-numerasi pada siswa berjalan dengan baik untuk mencapai tujuan utamanya. Kelas tutor yang dilaksanakan setiap habis pembelajarn ini berfokus pada pengajaran literasi-numerasi pada siswa yang mengalami keterlambatan pemahaman. Dalam mengatasi kendala tersebut SDIT Darul Hikam Insani bersama mahasiswa Kampus Mengajar meningkatkan pendekatan terhadap siswa dengan cara menambah jam untuk belajar literasi-numerasi setiap hari Senin-Jumat setelah jam pelajaran wajib selesai, tepatnya dari jam 10.30-11.00 WIB selama 2 Agustus-17 Desember 2021. The purpose of this service is to implement literacy and numeracy activities in an effort to revive learning at SDIT Darul Hikmah Insani. This dedication is motivated by the ineffectiveness of Distance Learning (PJJ) at SDIT Darul Hikmah. The service activities held are tutor classes and the main targets are students who still do not understand literacy and numeracy. The success of the program is measured by a number of questions given to students about literacy and numeracy. The data collection techniques used in this service are documentation, interviews, and observations. The results of this service activity indicate that tutor class activities that teach literacy-numeracy to students are going well to achieve its main goal. The tutor class, which is held after each lesson, focuses on teaching numeracy-literacy to students who experience delays in understanding. In overcoming these obstacles, SDIT Darul Hikam Insani and Campus Teaching students improve their approach to students by adding more hours to study literacy-numeracy after compulsory school hours are over, from 12.00-13.00 WIB (2 August-17 December 2021) to be exact.
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Kurniasih and Sri Watini. "Penerapan Model Atik Untuk Meningkatkan Literasi Numerasi Anak Usia Dini Melalui Media Permainan Ular Tangga Raksasa." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 3, no. 2 (July 22, 2022): 157–67. http://dx.doi.org/10.62775/edukasia.v3i2.79.
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Abstrak
Kehidupan manusia erat kaitannya dengan numerasi, Persepsi 'sulit' yang ditanamkan para peserta didik untuk numerasi seringkali menjadi alasan mengapa mereka tidak menyukai untuk mempelajarinya. Oleh karena itu, diperlukan suatu metode khusus yang dapat secara perlahan menggantikan persepsi tersebut dengan persepsi bahwa literasi numerasi itu asyik dan sangat berguna bagi kehidupan sehari-hari. Cara yang tepat untuk peningkatan literasi numerasi anak usia dini adalah dengan bermain sambil belajar. Pada akhirnya dipilih media permainan ular tangga raksasa dengan penerapan model ATIK (Amati, Tiru, Kerjakan) dimana anak belajar numerasi dengan cara bermain yang menyenangkan dan dapat dijadikan salah satu upaya untuk meningkatkan literasi numerasi pada anak usia dini. Metode yang digunakan adalah metode penelitian deskriptif dimana peneliti hanya ingin mengetahui bagaimana keadaan variabel itu sendiri tanpa ada pengaruh atau hubungan terhadap variabel lain seperti penelitian eksperimen atau korelasi dan peneliti berperan sebagai instrumen kunci dan melakukan melukiskan suatu keadaan secara objektif atau berdasarkan fakta-fakta yang tampak. Guru dalam hal ini harus memberikan pijakan yang lengkap dan dapat dipahami oleh anak sesuai dengan model ATIK.
Abstrack
Human life is closely related to numeracy, the 'difficult' perception that students instill in numeracy is often the reason why they do not like to learn it. Therefore, we need a special method that can slowly replace this perception with the perception that numeracy literacy is fun and very useful for everyday life. The right way to increase early childhood numeracy literacy is to play while learning. In the end, the media for the giant snake and ladder game was chosen with the application of the ATIK (Observe, Imitate, Work) model where children learn numeracy by playing in a fun way and can be used as an effort to improve numeracy literacy in early childhood. The method used is a descriptive research method where the researcher only wants to know how the state of the variable itself is without any influence or relationship to other variables such as experimental research or correlation and the researcher acts as a key instrument and describes a situation objectively or based on visible facts. . In this case, the teacher must provide a complete and understandable footing for children according to the ATIK model.
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Fauzi, Agus, and Muhyiatul Fadilah. "Literatur Review: Implementasi Literasi Numerasi Pada Pembelajaran Biologi di SMA." BIODIK 10, no. 2 (June 1, 2024): 132–37. http://dx.doi.org/10.22437/biodik.v10i2.33802.
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This research aims to find out more about efforts to increase numeracy literacy in biology learning in high school. The type of research used in this research is descriptive survey research. The research was carried out in accordance with a literature review in several stages, including determining the purpose of writing, selecting database sources, selecting keywords during the database search process, conducting literature searches. The data collection process was carried out by identifying articles that were relevant to the research topic based on predetermined criteria. This research examines 10 articles based on search results via the Google Scholar database with the help of Publish Or Perish software. The data synthesis in this research is then presented in data tabulation and strengthened in narrative form. The results of this research show that increasing numeracy literacy at primary and secondary school levels for the 2020-2024 period is predominantly being pursued by implementing numeracy literacy in students' biology learning. On the other hand, students' literacy and numeracy skills also have an influence on success in learning. Furthermore, students' numeracy literacy has a positive correlation, which is indicated by the higher the student's ability, the higher the numeracy literacy ability. Abstrak. Penelitian ini bertujuan untuk mengetahui lebih lanjut upaya meningkatkan literasi numerasi pada pembelajaran biologi di SMA. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian survey yang bersifat deskripsif. Penelitian dilakukan sesuai dengan kajian pustaka dalam beberapa tahapan, diantaranya menentukan tujuan penulisan, memilih sumber database, memilih kata kunci saat proses pencarian database, melakukan pencarian literatur, Proses pengumpulan data dilakukan dengan mengidentifikasi artikel yang relevan dengan topik penelitian berdasarkan kriteria yang telah ditetapkan. Penelitian ini mengkaji sebanyak 10 artikel berdasarkan hasil pencarian melalui database google scholar dengan bantuan software Publish Or Perish. Sintesis data pada penelitian ini selanjutnya disajikan dalam tabulasi data dan diperkuat dengan bentuk naratif. Hasil penelitian ini menunjukan bahwa peningkatan literasi numerasi pada jenjang sekolah dasar dan menengah periode 2020-2024 dominan diupayakan dengan mengimplementasikan literasi numerasi pembelajaran biologi siswa. Disisi lain, kemampuan literasi dan numerasi siswa juga memberikan pengaruh terhadap keberhasilan dalam pembelajaran. Lebih lanjut, literasi numerasi siswa memiliki korelasi positif yang ditandai dengan semakin tinggi kemampuan siswa maka semakin tinggi pula kemampuan literasi numerasi.
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Celemin, Glendell De Guzman. "Enhancing Numeracy Skills of Grade 3 Students Through Authentic Performance Tasks." Journal of Contemporary Educational Research 7, no. 9 (September 26, 2023): 59–66. http://dx.doi.org/10.26689/jcer.v7i9.5323.
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Numeracy is the capacity to use mathematical ideas in all facets of life. It involves activities such as adding and subtracting numbers, counting, number recognition, solving number problems involving various operations, sorting, observing, identifying, and establishing patterns. It is one of the fundamental skills that students should have mastered by the end of their primary schooling. With the notable importance of mastery of numeracy skills, low achievement and performance of the learners were observed in this aspect. This study aimed in enhancing the numeracy skills of Grade 3 learners through authentic performance tasks. The variable in numeracy skills includes the four fundamental operations and problem solving. The quasi-experimental design was utilized wherein purposive sampling or non-randomized sampling was used. In this study, 33 Grade 3 learners of Rizal Elementary School were selected to participate in the tests. Pre-test and post-test crafted by the teacher were the main instrument in the study. The result revealed that in the pre-test the learners obtained a mean percentage score (MPS) of 38.20% in four fundamental operations, which implied a non-numerate level. While in terms of problem solving, the learners obtained a MPS of 20.60% which is also in the non-numerate level. It has a grand mean of 29.40% with an interpretation of non-numerate level. In the post-test, it was observed that four fundamental operations have a MPS of 81.10% which is in average numerate level, while problem solving has a MPS of 76.30% with a grand mean of 78.70% with an interpretation of average numerate level. This implied that there is a significant difference between the pre-test and post-test in the four fundamental operations and problem solving. Thus, it can be concluded that the application of authentic performance tasks was effective to bridge the gap on numeracy skills.
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Goejantoro, Rito, Ika Purnamasari, Memi Nor Hayati, Meiliyani Siringoringo, Darnah Andi Nohe, Muhammad Fathurahman, Surya Prangga, Khairun Nida, Sekar Nur Utami, and Dini Elizabeth. "Literasi Dasar Melalui Numerasi dan Keuangan." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 12 (December 1, 2023): 5639–46. http://dx.doi.org/10.33024/jkpm.v6i12.12705.
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ABSTRAK Gerakan Literasi Nasional (GLN) merupakan kegiatan yang saat ini diserukan sebagai bentuk penerapan dari peraturan KEMENDIKBUD untuk menumbuhkan budi pekerti masyarakat. Numerasi dan literasi keuangan merupakan dua jenis literasi yang saling terkait. Salah satu dimensi dari literasi keuangan yaitu keterampilan menghitung. Keterampilan ini terkait pemahaman numerik, lambang bilangan dan analisa kuantitatif yang berkenaan dengan statistika dasar dalam dimensi numerasi. Kegiatan ini memiliki tujuan yaitu memberikan informasi dan pengetahuan numerasi dan keuangan kepada peserta dengan cara sederhana, menyenangkan, dan mudah dipahami berdasarkan tema lingkungan sekitar. Hasil penilaian sebelum dan sesudah kegiatan, menunjukkan bahwa adanya peningkatan kemampuan dan pemahaman peserta terkait numerasi dan keuangan, yang terlihat dari kenaikan nilai rata-rata pada saat evaluasi. Untuk kegiatan literasi selanjutnya, materi yang disampaikan dapat ditingkatkan ke jenjang materi lanjutan, serta dapat mengkombinasikan antara numerasi, literasi keuangan, dan digital untuk lebih menarik. Kata Kunci: GLN, KEMENDIKBUD, Literasi, Numerasi, Literasi Keuangan ABSTRACT The National Literacy Movement (GLN) is an activity that is currently called for as a form of application of the regulation of KEMENDIKBUD to foster community ethics. Numeracy and financial literacy are two types of literacy that are interrelated. One dimension of financial literacy is counting skills. This skill is related to numerical understanding, number symbols and quantitative analysis related to basic statistics in the numeracy dimension. This activity has the following objectives is to provide numeracy and financial information and knowledge to participants in a simple, fun, and easy-to-understand way based on the theme of the surrounding environment. The results of the assessment before and after the activity showed an increase in the abilities of participants and understanding related to numeracy and finance, which can be seen through the increase in the average scores at the time of evaluation. For further literacy activities, the material delivered can be upgraded to an advanced level of material, and can combine numeracy, financial literacy, and digital to be more attractive. Keywords: GLN, KEMENDIKBUD, Literacy, Numerasi, Financial Literacy.
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Traczyk, Jakub, Agata Sobkow, Kamil Fulawka, Jakub Kus, Dafina Petrova, and Rocio Garcia-Retamero. "Numerate decision makers don’t use more effortful strategies unless it pays: A process tracing investigation of skilled and adaptive strategy selection in risky decision making." Judgment and Decision Making 13, no. 4 (July 2018): 372–81. http://dx.doi.org/10.1017/s1930297500009244.
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AbstractThe present study investigated skilled and adaptive strategy selection in risky decision making. We proposed that people with high objective numeracy, a strong predictor of general decision making skill, would have a broad repertoire of choice strategies and adaptively select these strategies depending on the importance of the decision. Thus more objectively numerate people would maximize their effort (e.g., invest more time) in important, high-payoff decisions and switch to a simple, fast heuristic strategy in trivial decisions. Subjective numeracy would, by contrast, be more closely related to interest in problem solving for its own sake and would not yield such an effect of importance. Participants made twelve high-payoff choices and twelve low-payoff choices in binary two-outcome gambles framed as gains. We measured objective and subjective numeracy using standard measures. Results showed that people with high subjective numeracy generally maximized the expected value (EV) in all decisions. In contrast, participants with high objective numeracy maximized EV only when choice problems were meaningful (i.e., they could result in high payoffs). When choice problems were trivial (i.e., choosing the normatively better option would not result in a large payoff), more objectively numerate participants made choices consistent with faster, more frugal heuristic strategies.
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Mustapha, Rabi, Falalu Ibrahim Lawal, and Muhammad Aminu Ahmad. "Automated conversion of numeral to words in Hausa language." Gadau Journal of Pure and Allied Sciences 2, no. 2 (August 21, 2023): 140–45. http://dx.doi.org/10.54117/gjpas.v2i2.100.
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Working with cardinal numbers is undoubtedly an integral part of our everyday life, which tells us about quantity. They are used for instance, in numeracy lessons, on receipts, slips, tellers in banks, to represent figures on documents, to tell time and are often represented inconsistently. However, the words form representations are often inconsistent with the standard Hausa. Standard Hausa as compared to other languages such as Arabic and British English, the Numeric System is characterized by a multitude of concatenations as well as dialect variations which causes misinterpretations and confusion. Also, initial findings show that no such automation published work has been done specifically in the numerical system of Standard Hausa language. In order to fill the gap, this study proposed an algorithm for converting numerals to words for the numeric system of Hausa language automatically in standard practice. The aim of the study is to examine the effect of iteration and mapping structures algorithm for converting numeral to cardinal form in standard Hausa language. The algorithm has been tested on approximately one hundred million sequences of numbers produced accurate results. The results showed that our method is successful in automating conversion of numerals to words with a high precision.
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Keller, Carmen, Christina Kreuzmair, Rebecca Leins-Hess, and Michael Siegrist. "Numeric and graphic risk information processing of high and low numerates in the intuitive and deliberative decision modes: An eye-tracker study." Judgment and Decision Making 9, no. 5 (September 2014): 420–32. http://dx.doi.org/10.1017/s1930297500006793.
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AbstractThe influence of numeracy on information processing of two risk communication formats (percentage and pictograph) was examined using an eye tracker. A sample from the general population (N = 159) was used. In intuitive and deliberative decision conditions, the participants were presented with a hypothetical scenario presenting a test result. The participants indicated their feelings and their perceived risk, evoked by a 17% risk level. In the intuitive decision condition, a significant correlation (r = .30) between numeracy and the order of information processing was found: the higher the numeracy, the earlier the processing of the percentage, and the lower the numeracy, the earlier the processing of the pictograph. This intuitive, initial focus on a format prevailed over the first half of the intuitive decision-making process. In the deliberative decision condition, the correlation between numeracy and order of information processing was not significant. In both decision conditions, high and low numerates processed pictograph and percentage formats with similar depths and derived similar meanings from them in terms of feelings and perceived risk. In both conditions numeracy had no effects on the degree of attention on the percentage or the pictograph (number of fixations on formats and transitions between them). The results suggest that pictographs attract low numerates’ attention, and percentages attract high numerates’ attention in the first, intuitive, phase of numeric information processing. Pictographs thus ensure low numerates’ further elaboration on numeric risk information, which is an important precondition of risk understanding and decision making.
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Marselani, Dina. "Kemampuan Berhitung Anak melalui Media Kartu Angka." Aṭfālunā: Journal of Islamic Early Childhood Education 2, no. 2 (December 21, 2019): 63–66. http://dx.doi.org/10.32505/atfaluna.v2i2.1249.
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This research was conducted due to the low level of numeracy ability in children of group B in TK Kemala Bhayangkari 13 Padangsidimpuan. The formulation of the problem under study was how to improve children's numeracy skills through numeric media. The research conducted was classroom action research consisting of two observations, each of which consisted of 4 stages, namely planning, implementation, observation, and reflection. The subjects of this study were children of group B in TK Kemala Bhayangkari 13 Padangsidimpuan by using observation sheets. The data analysis used was qualitative data analysis techniques that can be seen from children's numeracy skills and quantitative data were calculated by formula. The results obtained in children's numeracy skills have increased. Before the action was taken, the level of numeracy ability of children was still very low, after the first cycle of research was obtained 44% and in the second cycle increased to 88%. After conducting research starting from pre-cycle, cycle I, cycle II, it was concluded that the numeracy ability of group B children in TK Kemala Bhayangkari 13 Padangsidimpuan had increased.
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Prayogo, Dimas Pandu, Dwi Kurnia, Intan Zahra Aulia, and Mustika Mustika. "IMPLEMENTASI GAME EDUKASI BERBASIS SCRACTH UNTUK MEMBANGUN LITERASI NUMERASI PESERTA DIDIK SEKOLAH DASAR." Jurnal Mahasiswa Ilmu Komputer 4, no. 2 (October 28, 2023): 151–58. http://dx.doi.org/10.24127/ilmukomputer.v4i2.4171.
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ABSTRAK Budaya literasi bangsa merupakan salah satu cara untuk menciptakan generasi yang berperadaban, memiliki keterampilan dalam berbagai bidang kehidupan. Melalui program Kampus Mengajar yang diadakan oleh merdeka belajar kampus merdeka (MBKM) yang diimplementasikan oleh mahasiswa yang diharapkan dapat membantu proses peningkatan budaya literasi serta numerasi pada SD maupun SMP sekolah sasaran. Yang dimana proses pembelajaran masih menggunakan media buku dan papan tulis. Hal ini menjadikan peserta didik merasa bosan dengan metode pembelajaran yang monoton sehingga menyebabkan turunnya literasi dan numerasi pada peserta didik. Bersama dengan tujuan Kampus Mengajar yaitu belajar sambil berdampak, maka solusi yang kami berikan berupa media pembelajaran dengan game edukasi berbasis Scratch dalam meningkatkan pengetahuan peserta didik mengenai literasi serta numerasi. Scratch merupakan platfrom yang menyediakan animasi serta alat kreatif untuk membuat game yang menarik serta inovatif. Cara pengumpulan data melalui wawancara serta observasi, sedangkan untuk objek penelitian ini berkaitan dengan implementasi inovasi, motivasi budaya literasi numerasi “game edukasi”. Hasil pelatihan diketahui bahwa dengan melibatkan inovasi teknologi dalam media pembelajaran dapat meningkatkan motivasi peserta didik dalam budaya literasi numerasi. Kata kunci: game edukasi, kampus mengajar, literasi numerasi, scracth ABSTRACT The nation's literacy culture is one way to create a generation that is civilized, has skills in various fields of life. Through the Teaching Campus program held by the Independent Learning Independent Campus (MBKM), which is implemented by students, it is hoped that it can help the process of increasing literacy and numeracy culture in elementary schools and target junior high schools. The learning process still uses books and whiteboards as media. This makes students feel bored with the monotonous learning method, causing a decrease in literacy and numeracy in students. Together with the goal of the Teaching Campus, namely learning with impact, the solution we provide is in the form of learning media with Scratch-based educational games to increase students' knowledge about literacy and numeracy. Scratch is a platform that provides animation and creative tools to create engaging and innovative games. The way of collecting data is through interviews and observations, while for the object of this research it is related to implementation innovation, the motivation for the culture of numeracy literacy "educational games". The results of the training show that involving technological innovation in learning media can increase students' motivation in numeracy literacy culture. Keywords: educational games, teaching campus, numeracy literacy, scracth
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Woodrow, Philip. "Numeracy skills." Paediatric Nursing 10, no. 6 (July 1998): 26–30. http://dx.doi.org/10.7748/paed.10.6.26.s24.
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Woodrow, Philip. "Numeracy skills." Nursing Standard 12, no. 30 (April 15, 1998): 48–55. http://dx.doi.org/10.7748/ns.12.30.48.s49.
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Peters, Sally. "Early numeracy." Early Childhood Folio 5 (June 1, 2001): 10–14. http://dx.doi.org/10.18296/ecf.0251.
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