Articles de revues : « Mathematics and numeracy »

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Dahlan, Jarnawi Afgani, Dadang Juandi, Anjar Yogaswara et 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, n^o 2 (31 décembre 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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O'Donoghue, John. « Numeracy and Mathematics ». Irish Mathematical Society Bulletin 0048 (2002) : 47–56. http://dx.doi.org/10.33232/bims.0048.47.56.

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Begg, Andy. « Does numeracy = mathematics ? » Set : Research Information for Teachers, n^o 3 (1 novembre 2006) : 21–22. http://dx.doi.org/10.18296/set.0571.

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Melissa, Margaretha Madha, et Yosep Dwi Kristanto. « PROFIL PENGETAHUAN NUMERASI MAHASISWA CALON GURU MATEMATIKA [PROFILE OF PROSPECTIVE MATHEMATICS TEACHERS’ NUMERACY KNOWLEDGE] ». JOHME : Journal of Holistic Mathematics Education 8, n^o 1 (4 juin 2024) : 116. http://dx.doi.org/10.19166/johme.v8i1.8324.

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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.BAHASA INDONESIA ABSTRACT: 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 lesson study 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.

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Adelia, Viona, Ratu Ilma Indra Putri et Zulkardi Zulkardi. « A systematic literature review : how do we support students to become numerate ? » International Journal of Evaluation and Research in Education (IJERE) 13, n^o 3 (1 juin 2024) : 1816. http://dx.doi.org/10.11591/ijere.v13i3.26849.

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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.

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Rahman, Nurul Desy Fitria. « ANALISIS KEMAMPUAN NUMERASI PESERTA DIDIK PADA SOAL MATEMATIKA SD NEGERI SONGGOM 03 ». JS (JURNAL SEKOLAH) 6, n^o 4 (30 septembre 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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Chesney, Dana L., Brittany Shoots-Reinhard et 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, n^o 3 (30 novembre 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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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, n^o 2 (28 février 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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Anita Dian Pratiwi, Aryo Andri Nugroho, Rina Dwi Setyawati et Susilo Raharjo. « Analisis Kemampuan Literasi Numerasi Pada Siswa Kelas IV Di SD Negeri Tlogosari 01 Semarang ». JANACITTA 6, n^o 1 (1 avril 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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Ekowati, Dyah Worowirastri, Yuni Puji Astuti, Ima Wahyu Putri Utami, Innany Mukhlishina et Beti Istanti Suwandayani. « Literasi Numerasi di SD Muhammadiyah ». ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 3, n^o 1 (12 février 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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Magnaye, Rosemarie, et Aries Magnaye. « Using Grid as Teaching Strategy in Teaching Mathematics ». JPAIR Institutional Research 13, n^o 1 (11 octobre 2019) : 96–111. http://dx.doi.org/10.7719/irj.v13i1.785.

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This paper analyzes how Grid as a graphic organizer can significantly improve the numeracy level in Mathematics of the Grade 3 pupils in addition and subtraction and identify common errors and misconceptions in adding and subtracting whole numbers. To answer this question, we compared the performance of Grade 3 pupil participants. Fifty-six percent (n= 39) from Jose Rizal Memorial School and forty-four percent (n=31) from San Juan Elementary School. Out of 70 pupils, 57 or 81.43% belonged to the non-numerate level, 13 or 18.57% were classified as instructional and non-numerate. The descriptive design was utilized. The data were analyzed using mean, frequency count, percentage, and z-test in determining the effect of the grid as a graphic organizer on the numeracy level of Grade 3 Pupils. The results of the study indicate that the numeracy level of Grade 3 pupils after using the grid as a graphic organizer revealed that the non-numerate pupils were lessened to 23 out of 70 or 32.86%, instructional pupils increased to 27 or 38.57% and numerates became 20 or 28.57%. The computed mean was increased to 5.87, having a scale description of the instructional level. The findings suggest that Grid as a graphic organizer helped a lot in proper alignment of numbers to avoid common errors and misconceptions and was found to be an effective teaching strategy in teaching Mathematics.

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Pratiwi, Septia Ayu, Nur Robiah Nofikusumawati Peni et Anggit Prabowo. « STUDY ON LITERACY NUMERACY TOWARDS STUDENTS’ LOGIC MATHEMATICS : A LITERATURE REVIEW ». Numeracy 11, n^o 1 (30 avril 2024) : 58–69. http://dx.doi.org/10.46244/numeracy.v11i1.2601.

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Numeracy literacy and mathematical logical thinking have a significant relationship in mathematics learning. Therefore, the study of this literacy examines the relationship between literacy, numeracy, and the development of students' logical thinking in the domain of mathematics education. This research aims to delineate the impact of numeracy literacy and logical thinking in shaping students' abilities to understand and apply logical principles in the context of mathematics, given the fundamental importance of literacy and numeracy skills. In this study, a literature review is employed to examine the relationship between literacy, numeracy, and logical thinking in the context of mathematics. The methodology used involves data collection, review processes, and in-depth analysis of scholarly articles sourced from Google Scholar, JSTOR, and PubMed. A total of 105 articles were analysed and categorized into the contexts of literacy, numeracy, and logical thinking in the context of mathematics. The research findings indicate the complexity of the interrelationship between literacy, numeracy, and logical thinking in mathematics education. This research contributes to offering insights into numeracy literacy and logical thinking for educators, researchers, and policymakers interested in enhancing the quality of mathematics education.

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Rachmawati, Fitri Kurnia, Nurcholif Diah Sri Lestari, Ervin Oktavianingtyas, Dinawati Trapsilasiwi et Randi Pratama Murtikusuma. « Profil Literasi Numerasi Siswa SMA dalam Menyelesaikan Soal AKM Konten Aljabar Berdasarkan Kemampuan Matematika ». JIPM (Jurnal Ilmiah Pendidikan Matematika) 12, n^o 2 (25 mars 2024) : 294. http://dx.doi.org/10.25273/jipm.v12i2.18983.

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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. 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.<div id="gtx-trans" style="position: absolute; left: -46px; top: 21.5903px;"> </div>

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Carpenter, Rob Edwin, Leanne Coyne, Dave Silberman et 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 (27 octobre 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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Supratman, Mohamad, Helmi Rahmawati, Saiful Padli, Ria Noviana, Susianti Susianti et Fatimatus Solihah. « Sekolah Binaan “Meningkatkan Literasi Numerasi Siswa” ». Sasambo : Jurnal Abdimas (Journal of Community Service) 5, n^o 2 (1 mai 2023) : 281–86. http://dx.doi.org/10.36312/sasambo.v5i2.1071.

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Program Studi Pendidikan Matematika FKIP-UNIQHBA memiliki beberapa sekolah binaan yang fokus dalam meningkatkan Literasi Numerasi siswa. Salah satu sekolah binaan adalah MA. Darul Hikmah Darek, Lombok Tengah. Pengabdian Kepada Masyarakat ini dilaksanakan bertujuan untuk: 1) meningkatkan pengetahuan siswa terhadap literasi numerasi; 2) meningkatkan gemar literasi numerasi bagi siswa; 3) meningkatkan pengetahuan siswa terhadap manfaat literasi numerasi dalam kehidupan. Metode pelaksanaan yaitu memberikan pendampingan dan pelatihan tentang penggunaan konsep matematika dalam kehidupan sehari-hari. Kegiatan ini dilaksanakan secara tatap muka yang diikuti oleh 35 orang siswa dari kelas X, XI dan 3 orang guru matematika. Hasil dari evaluasi kegiatan yaitu 1) adanya pemahaman siswa tentang penggunaan konsep matematika dalam kehidupan sehari-hari; 2) adanya peningkatan motivasi dan minat siswa untuk belajar matematika; 3) indikator ketercapaian pelaksanaan rata-rata 92,8 % berada pada kriteria sangat baik. Foster Schools "Improving Students' Numerical Literacy" The FKIP-UNIQHBA Mathematics Education Study Program has several target schools that focus on improving student Numeracy Literacy. One of the target schools is MA. Darul Hikmah Darek, Central Lombok. This Community Service is carried out aimed at: 1) increasing students' knowledge of numeracy literacy; 2) increase the love of numeracy literacy for students; 3) increase students' knowledge of the benefits of numeracy literacy in life. The implementation method is to provide assistance and training on the use of mathematical concepts in everyday life. This activity was carried out face-to-face which was attended by 35 students from classes X, XI and 3 mathematics teachers. The results of the evaluation of activities are 1) students' understanding of the use of mathematical concepts in everyday life; 2) there is an increase in student motivation and interest in learning mathematics; 3) The average implementation achievement indicator of 92.8% is on the very good criteria.

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Getenet, Seyum Tekeher. « Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas ». International Journal of Education in Mathematics, Science and Technology 10, n^o 3 (26 mai 2022) : 663–80. http://dx.doi.org/10.46328/ijemst.2137.

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There is a consensus that numeracy is important for students to develop logical thinking and reasoning strategies in their everyday activities. As a result, teachers are encouraged to design numeracy rich tasks that incorporate real-life contexts across non-mathematics curriculum areas. However, it is not clear what types of knowledge teachers require to design such tasks. In this study, the authors used the stepwise generalization method and developed a framework for the knowledge required by teachers to design numeracy rich tasks across non-mathematics curriculum areas. The study begins with a brief introduction to numeracy and its definition in various contexts. The nature of knowledge required to design numeracy rich tasks (mathematics content knowledge, a non-mathematics curriculum area knowledge, activity design skills and knowledge of context)) are further described. In the later section of the study, each element of teacher knowledge and the framework to design numeracy rich tasks across non-mathematics curriculum areas are described. The knowledge framework developed in this study can be used to analyze teachers designed numeracy-rich tasks and identify their professional learning requirements.

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Falcunaya, Bernadette Casto. « Instruction of Mathematics Teachers Toward Numeracy Management Program ». Education Reform and Development 5, n^o 1 (6 novembre 2023) : 1–14. http://dx.doi.org/10.26689/erd.v5i1.5454.

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Numeracy education stands as a pivotal component of the educational landscape, necessitating attention from both administrators and teachers. To facilitate the ongoing improvement of teachers’ numeracy instructional skills, it becomes imperative to confront the barriers hindering students’ attainment of educational objectives. The purpose of the study was to evaluate the numeracy instruction provided by mathematics teachers, with an emphasis on its impact on curriculum and pedagogy enhancement. Additionally, it identified issues in the management of numeracy instruction, forming the foundation for forthcoming numeracy management initiatives targeting elementary school teachers. This study employed a researcher-developed questionnaire to conduct a descriptive survey involving 30 elementary mathematics teachers from Marawoy Elementary School. Utilizing statistical tools, specifically the mean, responses were meticulously analyzed, while issues concerning numeracy management instruction were methodically extracted and interpreted thematically. The study affirmed the robust alignment between teachers’ knowledge content and pedagogical approaches with the diverse learning needs of their students. Notably, instructional materials, classroom management, and assessment techniques exhibited variation according to students’ learning capabilities. Unfortunately, suboptimal Internet connectivity and limited access to learning resources only marginally supported the integration of technology in the teaching and learning processes. Consequently, the implementation of a numeracy management program was recommended to bridge instructional gaps among teachers in the domain of numeracy.

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Anderha, Refiesta Ratu, et Sugama Maskar. « PENGARUH KEMAMPUAN NUMERASI DALAM MENYELESAIKAN MASALAH MATEMATIKA TERHADAP PRESTASI BELAJAR MAHASISWA PENDIDIKAN MATEMATIKA ». Jurnal Ilmiah Matematika Realistik 2, n^o 1 (6 juillet 2021) : 1–10. http://dx.doi.org/10.33365/ji-mr.v2i1.774.

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AbstractThis study aims to determine the relationship between numeracy skills and achievement in learning mathematics as indicated by the Grade Point Average (GPA). The sample in this study were 30 students of the Mathematics Education study program at the Indonesian Technocrat University. The type of research used is a quantitative method with ex post facto research techniques. Data analysis in this study used descriptive statistics and inferential statistics with Spearman correlation analysis. This study uses one independent variable, namely numeracy ability and one dependent variable, namely learning achievement. The research instrument is a Minimum Ability Assessment in the form of 3 essay questions. The results of this study indicate that numeracy has a positive and significant effect on student learning achievement with a 95% confidence level and a sig. value of 0.009 0.05 and the value of the correlation coefficient which is in the moderate or strong enough category. The contribution of numeracy ability in influencing the level of learning achievement is 22.65%, while the rest is influenced by other factors. Thus, the results of this study indicate that if the numeracy ability of each Mathematics Education student is high, the learning achievement that will be obtained is also high, and vice versa. Keywords: Numerical Ability, Learning Achievement, Spearman Correlation AbstrakPenelitian ini memiliki tujuan untuk mengetahui hubungan antara kemampuan numerasi terhadap prestasi belajar matematika yang ditunjukkan melalui nilai Indeks Prestasi Kumulatif (IPK). Sampel dalam penelitian ini merupakan 30 mahasiswa program studi Pendidikan Matematika Univeritas Teknokrat Indonesia. Adapun jenis penelitian yang digunakan adalah metode kuantitatif dengan teknik penelitian ex post facto. Analisis data pada penelitian ini menggunakan statistik deskriptif dan statistik inferensial dengan analisis korelasi Spearman. Penelitian ini menggunakan satu variabel bebas, yaitu kemampuan numerasi dan satu variabel terikat, yaitu prestasi belajar. Instrumen penelitian adalah soal tes Asesmen Kemampuan Minimum berupa 3 butir soal essay. Hasil penelitian ini menunjukkan bahwa kemampuan numerasi berpengaruh positif dan signifikan terhadap prestasi belajar mahasiswa dengan tingkat kepercayaan dan nilai sig.value serta nilai koefisien korelasi yang berada pada kategori sedang atau cukup kuat. Kontribusi kemampuan numerasi dalam mempengaruhi tinggi-rendahnya prestasi belajar yaitu sebesar , sedangkan sisanya dipengaruhi oleh faktor lain. Sehingga dengan demikian hasil penelitian ini mengindikasikan bahwa jika kemampuan numerasi yang dimiliki setiap mahasiswa Pendidikan Matematika itu tinggi, maka prestasi belajar yang akan diperoleh juga turut tinggi, begitupun sebaliknya. Kata Kunci: Kemampuan Numerasi, Prestasi Belajar, Korelasi Spearman

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Fatmawati, Agustin, Uke Ralmugiz et Nur Hasanah Syarief. « Mathematical Reasoning of Prospective Mathematics Teachers in Solving Numeracy Problems ». INOMATIKA 4, n^o 2 (30 juillet 2022) : 155–70. http://dx.doi.org/10.35438/inomatika.v4i2.343.

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Penalaran matematis merupakan salah satu hal mendasar dalam menyelesaikan masalah matematis. Penelitian ini dilakukan bertujuan untuk mendeskripsikan penalaran matematis mahasiswa program studi Pendidikan Matematika dalam menyelesaikan soal-soal numerasi pada level pemahaman, level penerapan, dan level penalaran. Soal numerasi diberikan kepada subjek penelitian kemudian dilakukan wawancara kepada 6 subjek. Teknik analisis data yang digunakan mengikuti tahapan teknis analisis data meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan aktivitas pada tahap merumuskan meliputi identifikasi variabel yang signifikan dan merumuskan situasi matematis menggunakan simbol. Pada tahap mengerjakan aktivitas subjek yaitu melakukan perhitungan dan menarik kesimpulan sederhana. Sedangkan pada tahap menafsirkan dan evaluasi, aktivitas subjek yaitu mengevaluasi hasil matematis dan menafsirkan hasil matematis ke dalam konteks persoalan. Pada level penerapan, Aktivitas pada tahap merumuskan meliputi identifikasi variabel yang signifikan, membuat asumsi yang sesuai, menerjemahkan masalah ke dalam representasi matematika dan mengenali aspek-aspek dalam masalah yang sesuai. Aktivitas subjek pada tahap mengerjakan meliputi melakukan perhitungan sederhana, menerapkan strategi untuk menyelesaikan masalah, dan mengolah representasi geometris. Aktivitas subjek pada tahap menafsirkan dan evaluasi meliputi evaluasi hasil matematis dan menafsirkan hasilnya ke dalam konteks masalah. Pada level penalaran aktivitas pada tahap merumuskan yaitu mengidentifikasi variabel yang signifikan, memahami dan menjelaskan hubungan antara bahasa konteks dengan bahasa simbolis, serta merepresentasikan situasi ke dalam model. Aktivitas pada tahap mengerjakan meliputi mengolah informasi yang disajikan pada gambar untuk menyelesaikan masalah, melakukan perhitungan, menarik kesimpulan sederhana, dan membuat generalisasi.

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FitzSimons, Gail E. « A Comparison of Mathematics, Numeracy, and Functional Mathematics : What do they Mean for Adult Numeracy Practitioners ? » Adult Learning 19, n^o 3-4 (juin 2008) : 8–11. http://dx.doi.org/10.1177/104515950801900302.

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Gilligan-Lee, Katie A., Elian Fink, Lewis Jerrom, Megan P. Davies, Caoimhe Dempsey, Claire Hughes et Emily K. Farran. « Building Numeracy Skills : Associations between DUPLO® Block Construction and Numeracy in Early Childhood ». Journal of Intelligence 11, n^o 8 (10 août 2023) : 161. http://dx.doi.org/10.3390/jintelligence11080161.

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Research shows that children’s block construction skills are positively associated with their concurrent and later mathematics performance. Furthermore, there is evidence that block construction training is particularly beneficial for improving early mathematics skills in children from low-Socio Economic Status (SES) groups who are known to have lower maths performance than their peers. The current study investigates (a) the association between block construction and mathematics in children just before the start of formal schooling (4 years-of-age in the UK) and (b) whether the association between block construction and mathematics differs between children from more compared to less affluent families. Participants in this study included 116 children (M = 3 years 11 months, SD = 3 months) who all completed numeracy, block construction, and receptive vocabulary tasks. Socio-economic status and demographic information (child age, gender, ethnicity) were also obtained from parents. Findings show a strong positive association between block construction and early numeracy skills. Block construction skills explained approximately 5% of the variation in numeracy, even after controlling for age in months, household income, and child receptive vocabulary. When separated by SES group, for children from less affluent families, block construction explained a significant amount of variability (14.5%) in numeracy performance after covariates. For children from more affluent families, block construction did not explain a significant amount of variation in numeracy. These findings suggest that, interventions involving block construction skills may help to reduce SES-based attainment gaps in UK children’s mathematics achievement.

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Clerkin, Aidan, et Katie Gilligan. « Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10 ». Journal of Early Childhood Research 16, n^o 3 (15 mars 2018) : 319–34. http://dx.doi.org/10.1177/1476718x18762238.

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Numeracy activities in early childhood have been linked to children’s mathematical performance in subsequent years. However, few studies have examined associations between early numeracy play and children’s subsequent attitudes towards mathematics. This study draws on the Trends in International Mathematics and Science Study (TIMSS) 2011 assessment to provide a retrospective snapshot of pre-school numeracy play reported by the parents of 10-year-old children (N = 4560). Most children were found to have engaged frequently in some form of early numeracy activity. However, children from lower socioeconomic backgrounds had less regular engagement with numeracy play, while spatial play (e.g. building blocks) was less common among girls. The extent to which children engaged in pre-school numeracy play was significantly associated with greater confidence and (for children from higher socioeconomic backgrounds) liking of mathematics at age 10, controlling for other factors. The results highlight socioeconomic and gendered differences in children’s early activities about which policy-makers, educators and parents should be aware. They also suggest the potential role of numeracy play in fostering positive attitudes towards mathematics, which should be considered amid efforts to increase participation in science, technology, engineering and maths domains.

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Hu, Hengzhi. « In China, What We Need is More Than Mathematics : A Literature Review of Numeracy ». Journal of Education, Teaching and Social Studies 2, n^o 3 (7 juillet 2020) : p24. http://dx.doi.org/10.22158/jetss.v2n3p24.

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In China, the importance of quality mathematics education has never been called into a question, whereas numeracy as a general capability that is more than the mastery of mathematical knowledge and skills is seldom discussed in the literature about Chinese schools and education systems or considered in teaching practices, presenting an overall picture that numeracy development seems to be missing from Chinese education or considered as a tacit outcome automatically produced by the acquisition of mathematical knowledge. This issue may stem from the linguistic differences between English language and non-English language that render the interpretation of numeracy distorted and further evolve into a whole situation in China as a result of the longstanding debate on the essence of numeracy and the heavy emphasis laid on mathematics education rather than numeracy development as a whole. In this paper, the nature of numeracy is discussed by referring to a number of classic literature works, with special attention to clarifying the relationships between numeracy and mathematics that can be confused at a conceptual level.

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Ndakularak, Iona Lisa, Erwin Randjawali, Mayun Erawati Nggaba, Stevvileny Angu Bima, Yuliana Tamu Ina, Djemi Djami Ishak et Yeni Rinawati. « PROFIL KEMAMPUAN NUMERASI SISWA SEKOLAH DASAR KELAS TINGGI DI MALUMBI KABUPATEN SUMBA TIMUR ». Prima Magistra : Jurnal Ilmiah Kependidikan 4, n^o 1 (15 janvier 2023) : 17–27. http://dx.doi.org/10.37478/jpm.v4i1.2383.

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This study aims to describe the numeracy ability profile of high school elementary school students in Malumbi, East Sumba Regency. This numeracy ability was carried out at a grade 5 school in the high class area as a reference point used to analyze comparisons before finally moving on to a larger stage of research scope. This type of research is qualitative with the instrument used in data collection is the Numeral Test, namely the test uses EGMA (Early Grade Mathematics Assessment) measurements, interviews and observations. The results of the research on the school's numeracy skills which were collected through the numeration test found that elementary school students were in the low category with an average score of 18.43. This is caused by several factors such as textbooks which so far have only been provided while at school, learning media that are less interesting so learning becomes boring, and students are not used to being given story questions, so that students' numeracy skills in solving number pattern problems, recognizing and comparing numbers and there are still many mistakes in word problems, as well as follow-up on teacher competence in teaching mathematics so that there are no misconceptions in learning.

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Triana, Mella, Widyastuti Widyastuti, Bambang Sri Anggoro, Rini Asnawati, Muhammad Ferdiansyah et Pentatito Gunowibowo. « PERSEPSI DAN KEMAMPUAN CALON GURU MATEMATIKA DALAM NUMERASI ». Jurnal Pendidikan Matematika Universitas Lampung 11, n^o 1 (31 mars 2023) : 17–28. http://dx.doi.org/10.23960/mtk/v11i1.pp17-28.

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Students' numeracy ability in Indonesia, which is relatively low, has taken the Indonesian government's effort to improve immediately. The government's efforts could also be supported by LPTK (Institute of Teachers Education) by diagnosing, equipping, developing, and evaluating competencies of pre-service teachers related to numeracy ability. The numeracy ability of pre-service teachers is indeed detected through perception and numeracy ability. The information would lead to the actual numeracy ability and support issues on developing pre-service numeracy ability. To answer the goals, this research was conducted using quantitative methods. The population of this research was pre-service mathematics teachers in the 2021/2022 academic year in four LPTK in Lampung province, which are at the University of Lampung, UIN Raden Intan Lampung, IAIN Metro, and STKIP PGRI Bandar Lampung. The sample of this study was 81 mathematics pre-service teachers selected using simple random sampling technique. The data was generated through the questionnaire instrument and numeracy test kit. The results reveal the fact that the pre-service teacher had high positive category of perceptions and moderate category of numeracy ability. In addition, there is no significant relationship between the perception of pre-service mathematics teachers on numeracy and their the understanding and ability of numeracy.

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Mangkuwibawa, Hilman, Dadan F. Ramdhan, Muhammad Rifqi Mahmud, Choerunisa Rachmadani Siswanto et Edi Supriyadi. « Effect of Math Anxiety on Students' Numeration Literacy Ability ». MUDARRISA : Jurnal Kajian Pendidikan Islam 16, n^o 1 (6 juin 2024) : 77–101. http://dx.doi.org/10.18326/mudarrisa.v16i1.924.

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This research is based on findings that students' low interest in mathematics subjects and the widespread assumption that mathematics is a difficult and scary subject, affecting students' numeracy. This is thought to be a result of students' math anxiety about. This study aims to describe students' mathematical anxiety and students' numeracy and describe the influence of both variables on grade V students of MIS Muhammadiyah Babakanloa. It investigated the relationship between math anxiety and numeracy among Class V students at MIS Muhammadiyah Babakanloa, involving 27 participants during the 2022/2023 academic year. The descriptive and inferential statistical analysis result shows that math anxiety negatively impacts confidence and accuracy in calculations, while objective numeracy acts as a partial mediator in the association between math anxiety and performance in numerical reasoning tasks, with no significant gender differences in numeracy observed. Students' negative perceptions of mathematics and the dull learning methods contribute to low interest and heightened anxiety in the subject, significantly impacting numeracy by 21.71%. The negative relationship suggests that increased math anxiety corresponds to decreased numeracy. These findings emphasize the importance for teachers to innovate and create engaging learning experiences to alleviate math anxiety and enhance numeracy among students.

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CORNELIUS, MICHAEL. « Graduate Numeracy ». Teaching Mathematics and its Applications 10, n^o 4 (1991) : 151–53. http://dx.doi.org/10.1093/teamat/10.4.151.

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Zulfayani, Zulfayani, Rezi Ariawan, Hayatun Nufus et Kafrina Kafrina. « PROFILE OF STUDENTS' NUMERACY LITERACY ABILITY AND SELF EFFICACY IN MATHEMATICS LEARNING ». Mathematics Research and Education Journal 7, n^o 2 (2 novembre 2023) : 25–35. http://dx.doi.org/10.25299/mrej.2023.vol7(2).14381.

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This study aims to describe the ability of numeracy literacy and mathematical self-efficacy of students in learning mathematics. This research is a descriptive study with a quantitative approach conducted at SMPN 34. The research instruments used are numeracy literacy test questions and self-efficacy questionnaires that have met the criteria for good instrument feasibility. The data analysis technique used is Descriptive Analysis. The results showed that overall the numeracy literacy skills of the students included in the criteria were not good. There are 73.30% or 20 people of the total number of students who have not been able to solve the numeracy literacy test questions correctly. Furthermore, the overall mathematical self-efficacy of students is included in the moderate criteria with a percentage of 70% or 21 students. Next for numeracy literacy skills in terms of mathematical self-efficacy (high, medium, and low), each has different numeracy literacy skills. Students whose self-efficacy is high, have good numeracy literacy skills, while students whose self-efficacy is moderate and low, have poor numeracy literacy skills. From the results of this study, it is necessary to research to improve the numeracy literacy skills and mathematical self-efficacy of students at SMPN 34 Pekanbaru.

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Putra, Lisa Virdinarti, Sri Mujiyono et Ela Suryani. « Pelatihan Ultanum Sebagai Media Pembelajaran Matematika di Sekolah Dasar ». Jurnal Pengabdian Masyarakat (abdira) 1, n^o 2 (31 octobre 2021) : 87–94. http://dx.doi.org/10.31004/abdira.v1i2.40.

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The purpose of the community service program is to provide online learning model training in mathematics subjects using the numeracy snake and ladder game application at SDN Susukan 04. This community service utilizes Android as a learning medium in elementary mathematics numeracy with the aim of honing students' numeracy literacy. The data from this service were obtained through interviews with the homeroom teacher who became the main source, observations in the form of passive participation observations and documentation as supporting data from the results of the interviews. The results of the service show that teachers have used ultanum media as a learning medium in supporting online learning activities for mathematics subjects to be able to hone students' numeracy literacy. The implementation of the use of ultanum media as a learning medium has several obstacles, namely signal interference, the level of mathematical literacy is still at levels 1-3, but the benefits obtained from this service include being able to hone the ability of teachers to develop numeracy skills at levels 1-3, problem solving skill in doing mathematics learning with ultanum games and honing their skills in numeracy literacy.

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Awi Dassa, Said Fachry Assagaf et Syahrullah Asyari. « Integrasi Numerasi pada Pelajaran Non-Matematika ». SEMINAR NASIONAL DIES NATALIS 62 1 (30 juillet 2023) : 394–401. http://dx.doi.org/10.59562/semnasdies.v1i1.1012.

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Numeracy is currently the focus of elementary and middle school education in Indonesia. Strengthening numeracy should not only rely on mathematics classroom. Contributions from other lessons can also be usefull to strengthen students' numeracy skills. This article reports an investigation into 23 non-mathematics junior high school teachers in Takalar Regency, South Sulawesi in designing the integration of numeracy learning in their lessons. There are four lessons found in this activity, namely Indonesian Language, Natural Sciences, Social Sciences, and Arts and Culture lessons. It is expected that the results of this report can strengthen numeracy activities in various subjects at the junior high school level.

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Maher, Marguerite. « Home-School Partnership within Mathematics Intervention ». Australasian Journal of Early Childhood 32, n^o 3 (septembre 2007) : 48–58. http://dx.doi.org/10.1177/183693910703200308.

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THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.

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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, n^o 2 (30 juin 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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Munda, Noel, Jane Rose Endrinal et Michelle Nequinto. « Effectiveness of project COUNTS in improving students’ numeracy skills ». International Journal of Science, Technology, Engineering and Mathematics 4, n^o 1 (15 mars 2024) : 22–41. http://dx.doi.org/10.53378/353038.

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Students with learning difficulties benefit from intervention programs. Hence, this experimental research examined the effectiveness of Project COUNTS (Capacitating, Optimizing and Upgrading the Numeracy skills of The Students), a mathematics intervention program, and a continuous improvement venture in a public school in the Philippines during the academic year 2020–2021. It specifically investigated the numeracy skills pretest and posttest performances and its difference, and the difference in the pretest and posttest according to profiles. This experimental study utilized the data from 175 randomly selected grade 8 (91) and grade 9 (84) students under the low-numerate and non-numerate categories through multi-stage sampling. The study utilized the mean, standard deviation, dependent samples z-test, independent samples z-test, and one-way ANOVA. The results showed that the participants’ numeracy skills pretest and posttest performance reached low-numerate (x̄=15.95, SD=3.30) and numerate (x̄=23.27, SD=3.21) levels, respectively. There is a significant difference in the participants’ posttest performance when grouped according to their sex (z=2.84, p=0.00); females (x̄=24.04, SD=3.22) have better performance than males (x̄=22.57, SD=3.04). There was a statistically significant difference in the pretest and posttest performances (z=-11.38, p<0.001), thus confirming the intervention program’s effectiveness (large effect size) in improving the numeracy skills of students. Teachers, school heads and superiors, students and parents/guardians, and future researchers can replicate or apply the intervention program to other sets of learners.

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Cavalcante, Alexandre, et Annie Savard. « Understanding our world in a time of crisis : Mathematics education pedagogy toward financial numeracy ». Journal of Honai Math 5, n^o 2 (24 juin 2022) : 109–26. http://dx.doi.org/10.30862/jhm.v5i2.261.

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This paper aims to address some implications for mathematics education regarding the financial and economic implications of the beginning of the COVID-19 pandemic. We use the term financial numeracy to refer to the quantitative aspect of financial education while also arguing for it to be considered a domain of mathematics education. Financial numeracy entails three dimensions: contextual, conceptual, and systemic. We bring three examples of financial implications of the crisis in different countries. Based on these examples, we constructed learning situations that reflect the distinct orientations of each dimension of financial numeracy to clarify the teaching of such a concept in school mathematics. Particularly in a time of crisis, mathematics education must address immediate needs of society as well as contribute to overcoming social challenges. We hope that financial numeracy brings innovative solutions to teach mathematics in a way that helps individuals and communities produce and manage resources while protecting the planet.

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Sugianto, Rahmad, Niswatun Hasanah et Mohammad Syaifuddin. « Persepsi Guru Matematika terhadap Literasi Numerasi dan Pengaruhnya pada Pembelajaran di SMA ». JRPM (Jurnal Review Pembelajaran Matematika) 8, n^o 1 (30 juin 2023) : 50–62. http://dx.doi.org/10.15642/jrpm.2023.8.1.50-62.

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This study aims to determine the mathematics teacher's perception and its effect on literacy numeracy in high school. This research is descriptive qualitative. The population in this study were high school mathematics teachers. The sampling technique used is total sampling. A total of 30 teachers were sample correspondents spread across several high schools in Malang City. The data collection technique used was a questionnaire consisting of multiple choice, complex multiple-choice, and questions with yes or no answers, which aim to determine the mathematics teachers’ perception of literacy numeracy and its effect on learning in high school. Techniques for presenting data in descriptive statistics include tables and percentage calculations. The study’s results on the perception of mathematics teachers on literacy numeracy in high school showed an average of 67.58% with a positive interpretation level. Also, the effect of mathematics teachers' perceptions of literacy numeracy on learning in high school shows an overall average of 75.6% with a positive interpretation level.

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Gonulates, Funda, et Jasook Gilbert. « Facilitating effective mathematical teaching practices in preschool ». Journal of Global Education and Research 7, n^o 3 (décembre 2023) : 265–79. http://dx.doi.org/10.5038/2577-509x.7.3.1272.

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Initial seeds for mathematics literacy are planted during early childhood. Children benefit when they are exposed to and provided with opportunities for math experiences that emphasize their holistic development and not just mathematics proficiency in isolation. This way of viewing and presenting mathematics to young children requires teachers who are equipped with strong mathematics teaching skills. This study examined a 21-hour professional development series for public school preschool teachers on early numeracy, geometry, mathematical reasoning, and teaching pedagogies. This professional development series aimed to help preschool teachers incorporate effective mathematical practices and increase their comfort level in teaching mathematics. Participants noted this professional development series impacted their ability to foster children’s early numeracy development, engage in math talkpose questions that helped children process early numeracy, and contextualize early numeracy through stories and/or word problems. The study demonstrates change takes time, and the impact of this professional development series is dependent on preschool teachers’ readiness and their perception of their teaching context needs.

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Marhami, Marhami, Rohantizani Rohantizani, Iryana Muhammad, Samsidar Samsidar et Intan Anggraini. « Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment ». Jurnal Elemen 9, n^o 1 (2 janvier 2023) : 109–19. http://dx.doi.org/10.29408/jel.v9i1.6765.

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Pre-service mathematics teachers must have good numeracy skills because this ability is needed in all aspects of life, home, work, and society. This study aims to identify the numeracy skills of pre-service teachers on the Acehnese culture-based Minimum Competency Assessment (MCA). A descriptive quantitative method was used in this study with 24 numeracy MCA questions based on Acehnese culture as an instrument. The subject was 158 mathematics education students from three Aceh universities in their fourth and sixth semesters. The data were analyzed quantitatively and categorized based on high, medium, and low levels. The results showed that the overall numeracy ability of pre-service mathematics teachers is 50.06% in the medium category. At the level of knowing and applying, they received 69.38% and 46.62%, which were in the medium category. Meanwhile, they only obtained 39.76% in the low category for reasoning level. It indicated the student’s lack of ability in higher-order thinking. These results are expected to be input for educators to arrange learning that develops the numeracy skills of pre-service teachers.

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Dodd, Arthur, et John Allen Paulos. « Beyond Numeracy : An Uncommon Dictionary of Mathematics ». Mathematical Gazette 77, n^o 479 (juillet 1993) : 264. http://dx.doi.org/10.2307/3619731.

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Nailul Muna, Diana Ermawati et Lintang Kironoratri. « PENGGUNAAN MODEL REALISTIC MATHEMATICS EDUCATION DALAM MENINGKATKAN KEMAMPUAN NUMERASI PADA SISWA KELAS V SD 1 PEGANJARAN ». Jurnal Pendidikan Dasar Flobamorata 4, n^o 3 (23 novembre 2023) : 681–88. http://dx.doi.org/10.51494/jpdf.v4i3.1097.

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This study aims to find out that learning using the Realistic Mathematics Education model can improve the numeracy skills of fifth grade students at SD 1 Peganjaran. Students have low numeracy skills in learning mathematics. This can be seen from the pre-cycle results using knowing and applying numeracy cognitive levels with 6 students who complete with a percentage of 31.58% and students who do not complete as many as 13 students with a percentage of 68.42%. This research includes classroom action research conducted at SD 1 Peganjaran. The subject consisted of 19 students, including 12 male students and 7 female students. Data collection techniques using test techniques, observation, interviews and documentation. Analysis of the data used using quantitative and qualitative data. Based on the results of the research, the results of the evaluation test in cycle I completed 13 students with a percentage of 68.42% (medium numeracy ability) and experienced an increase in cycle II with 19 students who completed 100% (high numeracy ability). The results of this study can be concluded that the Realistic Mathematics Education model can improve students' numeracy skills.

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Campetti, Pedro Henrique de Morais, et Beatriz Vargas Dorneles. « Uma Revisão Integrativa e Exploratória da Literatura para os Termos Numeralização, Numeramento e Numeracia ». Bolema : Boletim de Educação Matemática 36, n^o 72 (avril 2022) : 308–31. http://dx.doi.org/10.1590/1980-4415v36n72a14.

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Resumo Numeracy é um termo que passa a ser utilizado no campo da Educação Matemática em 1959, no Reino Unido, como análogo à literacy . Em português, surgiram na literatura três traduções para numeracy , são elas: numeralização, numeramento e numeracia. Além disso, outras expressões existem que, em alguns casos, são usadas como aproximações ou traduções para numeracy . Desse modo, este artigo busca fazer uma revisão integrativa e exploratória da literatura acadêmica em português, tendo por objetivo geral entender as razões que explicam o surgimento e existência das três traduções apresentadas e as possíveis diferenças conceituais entre elas. Para tanto, foram relacionados 479 trabalhos. Destes, 263 foram selecionados para análise. Os resultados apontam que numeralização e numeracia são conceitos próximos, tendo como diferença que aquela costuma ser usada no contexto da primeira infância enquanto essa é genérica quanto ao público. Já o termo numeramento seguiu outra trajetória conceitual, em que os aspectos técnicos estão subordinados aos de ordem relacionais e socioculturais.

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TS, Sumaiyah Jamaludin. « Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment : An Expository Analysis ». Nursing & ; Healthcare International Journal 6, n^o 2 (2022) : 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.

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Pulungan, Syahrina Anisa, Fira Astika Wanhar, Fatmawati Fatmawati et Dian Arianto. « Pelatihan Pembuatan Bahan Ajar Berbasis Literasi, Numerasi dan Karakter Bagi Guru SMP Swasta PAB Se-Kabupaten Deli Serdang ». Empowerment : Jurnal Pengabdian Masyarakat 1, n^o 5 (25 août 2022) : 675–82. http://dx.doi.org/10.55983/empjcs.v1i5.245.

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The lack of teacher knowledge related to numeracy and character literacy, the low ability of numeracy literacy and student character and the low ability of teachers in developing numeracy and character literacy-based teaching materials so that the achievement of learning objectives is still low, on the other hand the 2013 Curriculum mandates numeracy and character literacy-based learning. The solution to overcome the existing problems can be through training for mathematics teachers at PAB Private Junior High Schools, namely the manufacture of teaching materials based on numeracy and character literacy. Specific targets that are expected to be achieved through this service program are improving the quality of learning, increasing pedagogic competence and developing the professionalism of mathematics teachers. For this reason, this activity will provide skills training in the development of numeracy and character-based teaching materials according to the interests of partners, so that later partners are able to develop and apply numeracy and character-based teaching materials in classroom learning so as to improve numeracy literacy skills and the character of teachers and students.

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Ernawati, Herni, et Henry Aditia Rigianti. « ANALYSIS OF UNDERSTANDING MATHEMATICS CONCEPTS ON NUMERATION ABILITY OF PRIMARY STUDENTS ». PROGRES PENDIDIKAN 5, n^o 2 (27 mai 2024) : 162–69. http://dx.doi.org/10.29303/prospek.v5i2.541.

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Numeracy abilities and understanding mathematical concepts are interrelated. Numeracy abilities can increase if students understand mathematical concepts. Oleh karenaTherefore, the aim of these findings is to examine the relationship between understanding mathematical concepts and the numeracy abilities of elementary school students. Numerical skills have an important role in helping students understand mathematical concepts and apply them in real life situations, while a good understanding of mathematical concepts can help improve students' numeracy skills. For this topic, literature was selected through a screening process based on journal criteria published within the last five years. Data collection in this research involves analyzing data obtained from journals relevant to the research topic. Thus, the results of this research show that numeracy skills and understanding mathematical concepts influence each other and are important to develop further together.

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Cahyani, Paramodyta Diah Ayu, et Nanang Khuzaini. « EFEKTIVITAS PENGGUNAAN APLIKASI PEMBELAJARAN MATEMATIKA ANMATH UNTUK MENINGKATKAN LITERASI NUMERASI ». Pedagogi : Jurnal Ilmiah Pendidikan 10, n^o 2 (1 juillet 2024) : 162–69. http://dx.doi.org/10.47662/pedagogi.v10i2.767.

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The purpose of this study is to determine the effectiveness of using the ANMATH mathematics learning application in improving students' numeracy literacy. The type of research conducted is experimental research using a pretest-posttest control group design. The population used in this study consists of 11th-grade students at SMA Negeri 1 Sedayu. The sample used in this study includes students from class XI MIPA 1 and XI MIPA 2, selected through purposive sampling technique. Data collection techniques used include observation, interviews, and the administration of pretest and posttest questions to assess students' numeracy literacy on sequences and series material. The hypothesis of this study is that the use of the ANMATH mathematics learning application can enhance students' numeracy literacy more effectively than direct learning without using the ANMATH mathematics learning application. The results of this study indicate that the use of the ANMATH mathematics learning application, which includes numeracy literacy indicators, has been proven effective in improving students' numeracy literacy. This conclusion is based on statistical tests, namely the Paired Sample T-Test, where the test results from the experimental class and the control class have a sig. 2-tailed value < 0.05, the Independent Sample T-Test, which has a sig. 2-tailed value < 0.05, and the mean difference test showing an increase in the experimental and control classes of 39.94 and 19.28, respectively. These results demonstrate that learning using the ANMATH mathematics learning application is more effective in improving students' numeracy literacy compared to learning without using the ANMATH mathematics learning application.

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Fauzan, Ahmad, Yulyanti Harisman, Yerizon Yerizon, Suherman Suherman, Fridgo Tasman, Sahrun Nisa, Sumarwati Sumarwati, Hafizatunnisa Hafizatunnisa et Hamdani Syaputra. « Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience ». Infinity Journal 13, n^o 2 (4 avril 2024) : 301–16. http://dx.doi.org/10.22460/infinity.v13i2.p301-316.

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Literacy and numeracy are the abilities of students to use basic mathematics in solving daily life problems, and students should have it. Various studies have shown that Indonesian students' literacy and numeracy skills still need to improve. One of the solutions to this problem is RME, and one of the components that influence this skill is teachers as a facilitator and their experiences. Thus, this research aims to refigure how students who receive Realistic Mathematics Education (RME) literacy and numeracy skills improve based on teacher's experiences. The research subjects are third, fourth, and fifth-grade students in elementary schools in Padang. Three schools were selected for each grade level and taught by three teachers with different experiences. The students were given literacy and numeracy problems before and after RME instruction. The answers were assessed and grouped to examine the student's literacy and numeracy achievement. The research results show that student's literacy and numeracy skills are better with RME learning. Student's literacy and numeracy skills are not influenced by teachers' experience.

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Ahmed, Shazia, et Ruth Douglas. « Success in employers’ numeracy tests ». MSOR Connections 17, n^o 2 (24 avril 2019) : 25. http://dx.doi.org/10.21100/msor.v17i2.983.

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Final year students applying for graduate jobs in industry are often required to sit numeracy tests as part of the recruitment process. Students in the College of Arts can be disadvantaged in this area as, often, the last time they will have come across any Mathematics will have been at National 5, GCSE or equivalent level (at the age of 15 or 16). This project was a collaboration between the Mathematics & Statistics support within the Learning Enhancement and Academic Development Service (LEADS) and the Careers Service to create a repository of resources designed to help students refresh their basic mathematical skills and give them the confidence to tackle Employers’ Numeracy tests successfully. A Moodle course including videos and tailored learning materials was created to enable students to improve their confidence and ability in relevant mathematical and statistical skills, as well as sample tests (both timed and untimed) to give students an idea of what to expect in a real assessment.

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Andriani, Listia, Sariwulan Diana et Topik Hidayat. « Analysis of students’ numeracy skill in genetics topic based on minimum assessment competency ». Assimilation : Indonesian Journal of Biology Education 5, n^o 2 (30 septembre 2022) : 113–18. http://dx.doi.org/10.17509/aijbe.v5i2.49709.

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Genetics is a biology topic that applies several mathematics principles. It causes numeracy skills in genetics to be important for students. Therefore, a good mastery of numeracy skills could help students to solve genetics problems and achieve genetics competencies. Based on this statement, this study was conducted to analyze the numeracy skills of class XII based on the Minimum Competency Assessment (Asesmen Kompetensi Minimum/AKM). Fifty-four students were involved as research participants. Furthermore, 30 questions were used in this study. The result showed that the numeracy skills of class XII were still in the low category due to the lack of experience in solving AKM-type questions, learning experience, mathematics ability, mastery of genetics concepts, and students' perceptions of genetics. The low students’ performance on numeracy skills should be considered especially by an education provider to adjust the learning implementation that can improve students’ numeracy skills in genetics.

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Belazon Hebres, Ronalyn. « Academic Performance and Numeracy Level of Grade 10 Students in Mathematics ». International Journal of Science and Research (IJSR) 12, n^o 2 (5 février 2023) : 550–54. http://dx.doi.org/10.21275/sr23123131547.

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Ali, Siti Rahaimah Binti, Syaza Hazwani Binti Zaini, Hishamuddin Bin Ahmad et Farah Binti Mukhtar. « E-Numeracy : Mobile Application of The Numeracy Understanding Model For Primary School ». International Journal of Interactive Mobile Technologies (iJIM) 13, n^o 11 (15 novembre 2019) : 236. http://dx.doi.org/10.3991/ijim.v13i11.11378.

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The purpose of this study is to examine the use of e-Numeracy: Mobile Application of the Numeracy Understanding Model among primary school students. Through e-Numeration, it allows students to solve numerical problems in their respective smart devices and find out the solution for each question. This learning method supports the concept of 21st century learning and facilitates self-learning as well as fun learning. This e-Numeration can be accessed via a tablet or any digital device by using the bar code provided. The app is easy and mobile and can be accessed anywhere. Six Year Four students were selected for this study. They were chosen based on their monthly Mathematics test results. There were two students per level; good, average and weak. For data collection, this study applies qualitative design using interview methods. The result indicated that only four respondents were able to solve all the learning activities at the application level that involved concepts and facts of mathematics, procedures for selection and definition and giving reasons. Two respondents were at the level of knowledge acquisition. This level involved elaborating basic facts, defining and formulating operations that were used in the learning activities. In conclusion, through the e-Numeracy application, student is able to recognize his numeracy level of comprehension and the student can identify their error directly as well as the students enjoyed using this application. This study also indicates that the necessity to increase the level of numeracy understanding for students at elementary level.

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Dewi, Diah Lutfiana, et Rooselyna Ekawati. « STUDENTS’ NUMERACY SKILLS IN SOLVING THE FOURTH LEVEL OF MINIMUM COMPETENCY ASSESSMENT QUESTION DEVELOPMENT ON RATIO AND PROPORTION ». MATHEdunesa 11, n^o 1 (28 janvier 2022) : 278–86. http://dx.doi.org/10.26740/mathedunesa.v11n1.p278-286.

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Abstract Minimum Competency Assesment measures two basic competencies, namely reading literacy and numeracy literacy. PISA results showed that the Indonesian students’ ability in the mathematics category is relatively low. Numeracy is an ability to use mathematics to solve daily life problems. One of the closely related to everyday life mathematical topics is ratio and proportion. However, there are still many students’ difficulties in solving problems related to ratios and proportions which are basically the basis concept for mathematical knowledge and science understanding. Therefore, it’s necessary to conduct a students' numeracy skills analysis related to ratios and proportions in order to facilitate the process in improving students' abilities. This study aims to describe students' numeracy skills in solving the AKM questions development on ratio and proportion with a qualitative descriptive approach. The subjects of this study were 8th grade students who participate in AKM. Researcher used test and interviews as collect data techniques which was then analyzed in three stages, namely data reduction, data presentation, and verification. The result showed that there are students' numeracy skills indicators that haven’t been fully achieved, including students' ability to analyze information presented in various forms (diagrams, tables, etc.) and to interpret the analysis results to make decisions. While the most often appear indicator is the students’ ability to use various kinds of numbers or symbols to solve daily life problems. The results of this study can be used as a basis for adjusting learning models and strategies as an effort to improve students' numeracy skills. Keywords: numeracy skills, AKM, ratio and proportion. Abstrak Asesmen Kompetensi Minimum mengukur dua kompetensi mendasar, yakni literasi membaca dan literasi numerasi. Hasil PISA menunjukkan bahwa kemampuan siswa Indonesia dalam kategori matematika relatif rendah. Numerasi merupakan kemampuan seseorang dalam menggunakan matematika untuk menyelesaikan permasalahan dalam kehidupan sehari-hari. Salah satu topik matematika yang berkaitan erat dengan kehidupan sehari-hari adalah rasio dan proporsi. Akan tetapi, masih banyak ditemukan kesulitan yang dialami oleh siswa dalam menyelesaikan permasalahan terkait rasio dan proporsi yang pada dasarnya merupakan konsep dasar untuk pemahaman konsep pengetahuan matematika maupun sains. Oleh karena itu, perlu dilakukan suatu analisis terhadap kemampuan numerasi siswa terkait rasio dan proporsi guna memfasilitasi proses dalam meningkatkan kemampuan siswa. Penelitian ini bertujuan untuk mendeskripsikan kemampuan numerasi siswa dalam menyelesaikan pengembangan soal AKM pada subdomain rasio dan proporsi dengan pendekatan deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas 8 yang terpilih sebagai peserta AKM. Peneliti menggunakan tes dan wawancara sebagai teknik untuk mengumpulkan data yang kemudian dianalisis dengan tiga tahapan, yakni reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa terdapat indikator kemampuan numerasi siswa yang belum sepenuhnya tercapai, yakni kemampuan siswa dalam menganalisis informasi yang disajikan dalam berbagai bentuk (grafik, diagram, tabel, dan sebagainya) dan kemampuan siswa dalam menafsirkan hasil analisisnya untuk mengambil keputusan. Sedangkan indikator yang paling sering muncul adalah kemampuan siswa dalam menggunakan berbagai macam angka atau simbol untuk menyelesaikan kehidupan sehari-hari. Hasil penelitian ini dapat digunakan sebagai dasar untuk penyesuaian model dan strategi pembelajaran sebagai upaya untuk meningkatkan kemampuan numerasi siswa. Kata Kunci: kemampuan numerasi, AKM, rasio dan proporsi.

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