Revealing the Numeracy Skills of Eighth-Grade Students in Solving PISA 2022 Quantity Content Problem

This study aims to determine the efforts of teacher’s inimprove the ability of numeracy literacy in class V students at State Primary School (SDN) Lebaksari Sukabumi. This research is a type of qualitative research with a case study method. Data collection techniques using observation, interviews, documentation, and test. The data analysis procedure uses Miles and Huberman, through data reduction, data presentation, and drawing conclusions. Based on the results of the study 7% of students' numeracy skills were in the high category, 86% of students' numeracy skills were moderate and 7% of students' numeracy skills were low. So that the numeracy skills of class V students are in the moderate category. Teachers' efforts to improve numeracy literacy are by providing motivation and support to students, collaborating with parents of students, overcoming student anxiety, applying concepts in learning, implementing numeracy strengthening strategies, designing project-based learning, improving thinking skills students' critical thinking by discussing and linking numeracy elements to other subjects. Factors supporting teachers in improving student abilities are the support of the principal, parental support, reading corner, and information and communication technologi in the form of a computer. The inhibiting factors for teachers in improving students' numeracy skills are the unprepared tools to be used, the lack of non-learning reading books and the lack of training

Mathematics, as a subject that is well known and studied by elementary school to middle school students, aims to ensure that students can understand and master it well to experience its benefits in everyday life. One of the mathematical skills that students must have is literacy and numeracy skills. Students' mathematical literacy and numeracy abilities are important components of measuring students' cognitive abilities. However, based on the results of initial observations at SMA Negeri 3 Kuningan, in reality, students' mathematical literacy and numeracy skills are still low, as can be seen from their difficulties in understanding, using, and communicating mathematical numbers and symbols, including analyzing data from graphs, tables, and diagrams for retrieval. This research investigates how the method is implemented: problem-based learning (PBL), integrated with differentiated learning, can influence students' mathematical literacy, numeracy skills, and ability to solve mathematical problems. The research method uses an experimental approach. The research results were obtained from test results N-Gain, with scores of 0.56 (medium category) and an increase percentage of 56.05%. This increase can be seen significantly in students' mathematical literacy and numeracy indicators. Students show better abilities in understanding, interpreting, and analyzing problem-based questions related to mathematical concepts. Overall, there is an increase in students' mathematical literacy and numeracy skills

Mathematical literacy and numeracy are essential competencies that enable students to solve real-world problems and apply mathematical knowledge meaningfully. Nevertheless, evidence from various assessments indicates that junior high school students in Indonesia still exhibit low levels of mathematical literacy and numeracy. This study aims to explore the underlying causes of these difficulties based on in-depth interviews with teachers and students. The research employed a qualitative descriptive approach and was conducted in three regions of Aceh, Indonesia. Data were collected through semi-structured interviews with junior high school mathematics teachers and students, focusing on learning experiences, instructional practices, and students’ engagement with contextual mathematical problems. The findings reveal several key factors contributing to students’ low mathematical literacy and numeracy. First, students are not familiar with PISA-type problems that require contextual interpretation, reasoning, and problem-solving skills. Second, mathematics instruction tends to emphasize procedural learning and routine exercises rather than conceptual understanding and real-life applications. Third, learning activities provide limited exposure to contextual and meaningful problems that support literacy and numeracy development. These findings indicate that current instructional practices have not sufficiently supported the development of students’ mathematical literacy and numeracy skills. The study underscores the importance of designing learning approaches that promote contextual problem solving and higher-order thinking. Keywords: mathematical literacy, numeracy, PISA-type problems, procedural learning

A number of studies provide evidence that the home numeracy environment (HNE) is important for the development of early numeracy skills. There is also evidence that preschoolers understanding of math language is a strong predictor of numeracy skills. However, there is limited research on the role of math language knowledge in the relation between the HNE and early numeracy skills. The purpose of this study was to investigate the relation between different aspects of the HNE (direct vs. indirect numeracy activities) and numeracy skills while considering math language as a moderator. Participants included 125 children between 3.01 to 5.17 years (M = 4.09) and their parents. Parents reported on the frequency of engaging children in home numeracy activities. Children were assessed in the fall and spring of their preschool year on their numeracy skills and math language knowledge. Hierarchical multiple regressions were conducted to test if prior math language knowledge would moderate the relation between each component of the HNE (indirect and direct numeracy activities) and later numeracy skills. Results indicate that math language was not a moderator of these relations. However, supplemental analyses suggest that math language mediates the relation between direct HNE and numeracy skills. These findings provide evidence that the relation between the direct HNE and early numeracy may be explained by preschooler’s math language knowledge.

Background: In today's ever-changing landscape, students need strong numerical literacy skills to navigate life's complexities. Recognizing that students come with various learning capabilities, often referred to as "instructional levels," educators must think outside the box when it comes to teaching methods.Aim: This study aims to 1) gauge whether creative problem solving (CPS) or scientific learning is more effective in enhancing the numerical literacy skills of MA students; 2) assess the difference in the numerical literacy progress among MA students categorized at independent, instructional, and frustration levels; and 3) explore the interplay between teaching methods and instructional levels on students’ numerical literacy development.Method: Conducted as an experimental study, this research employs a 3x2 factorial design. Participants include students from Class X IPA at MAN 2 Serang. To collect data, we used tests focused on numerical literacy as well as assessments to categorize instructional levels. A two-way ANOVA serves as the statistical approach to test our hypotheses.Result: 1) MA students exposed to the CPS method showed greater improvements in their numerical literacy skills than those who engaged in scientific learning; 2) A noticeable variance exists in the growth of numerical literacy skills among MA students at independent, instructional, and frustration levels; 3) An interaction effect was identified between the chosen teaching method and the instructional level in shaping the numerical literacy skills of MA students.Conclusion: The study concludes that creative problem-solving is more potent than scientific learning in elevating the numerical literacy of MA students. Furthermore, instructional levels play a crucial role in this improvement. A synergistic effect between the teaching approach and instructional level was also found to influence the numerical literacy outcomes.

In the context of 21st-century education, numeracy literacy is a crucial competency that supports students’ critical thinking and problemsolving abilities across various disciplines. However, many students continue to struggle with applying mathematical concepts in real life situations. This study aims to explore the role of formative assessment in enhancing students' numeracy literacy in secondary school settings. Utilizing a qualitative approach, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis. The participants consisted of three mathematics teachers and twelve students from different grade levels in a public secondary school. Thematic analysis was employed to identify key patterns in the data. The findings reveal that formative assessment strategies such as real-time feedback, reflective questioning, and peer assessment significantly contributed to the development of students’ numeracy skills. Teachers reported improved student engagement and better diagnostic understanding of learning gaps, while students demonstrated increased confidence and ability to apply mathematical reasoning. The study concludes that formative assessment is an effective pedagogical tool for supporting numeracy literacy and recommends its integration into daily classroom practices to foster a deeper understanding of mathematical concepts.

Recent changes in Indonesia’s education policy, particularly the removal of the National Examination and its replacement with the National Assessment, aim to improve the quality of learning. One of the key components of the National Assessment is the Minimum Competency Assessment (AKM), which evaluates students’ literacy and numeracy skills. However, results from the Programme for International Student Assessment (PISA) indicate that Indonesian students’ numeracy skills are still relatively low, including those at SMA Negeri 1 Bantarsari, where no significant improvement has been observed over the past two years. This study aims to develop a problem-based Student Worksheet (LKPD) designed to enhance students’ numeracy skills in managing household electricity consumption. The research employed a Research and Development approach using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants were 12th-grade students at SMA Negeri 1 Bantarsari. The LKPD was validated by content and media experts, and its feasibility was assessed by both teachers and students. The results show that the LKPD received a validity score of 80 percent, indicating that it is highly suitable for use without the need for major revisions. Additionally, positive feedback from teachers and students suggests that the LKPD is effective for problem-based learning and can support the development of students’ numeracy skills. Therefore, the problem-based Student Worksheets is expected to serve as an innovative learning resource that enhances the quality of physics instruction and strengthens students’ numeracy literacy

In general, students' numeracy literacy skills are still low. Therefore, teachers need to provide a stimulus for students in learning by using interesting media and unique and distinctive ways of exposure. One of the media that can be used by teachers is a mathematics learning video. This study aims to produce and determine the feasibility (validity, practicality, and effectiveness) of instructional video media that supports numeracy literacy skills for eighth grade students of a junior high school in Jambi, Indonesia. This study uses the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model. Based on the results of the research, the material validation analysis obtained a percentage of 74.6% (quite valid) and the media validation analysis obtained a percentage of 83% (quite valid). The practical aspect seen from the results of the teacher assessment questionnaire analysis obtained a percentage of 93.4% and the one-on-one evaluation questionnaire analysis (9 students of class VIII) obtained a percentage of 90% (very practical). The effectiveness is seen based on the results of the numeracy literacy test, where the percentage of students' completeness is 90% and the results of the questionnaire analysis of student responses to small group evaluations are 94% (very effective). Based on the data, the learning animation video has met the indicators (valid, practical, effective). Based on the results of this study, teachers should consider using learning videos that can support students' numeracy literacy skills in classroom learning. Furthermore, researchers will further study the effectiveness of using instructional videos in quasi-experimental research.

In this research, it was found that mathematical literacy and language literacy have an important role in students' ability to understand and solve mathematical story problems. Language literacy skills, such as the ability to read and understand text, can influence students' ability to solve mathematical problems presented in story form. Improving students' numeracy skills does not only require acceptance of mathematical material, but also the ability to understand and apply mathematical material in everyday life. This shows the importance of students being able to relate mathematical concepts to real situations in everyday life. Mathematical literacy and language literacy are closely related in the context of mathematics story problems. The type of research carried out was descriptive research with literature study. The research method used is a quantitative method by collecting data from previous research and data analysis using the SPSS application. The results of the research show that there is a correlation between Indonesian language literacy and students' mathematical numeracy literacy in solving mathematics story problems. Based on research conducted, Indonesian language scores influence mathematics scores by 54.1%. This proves that Indonesian is very important to learn to expand understanding in solving mathematical story problems. The ability to understand questions/problems of course really depends on the student's reading ability or Indonesian language literacy.

Numerical ability is the basis for students in working on solving math problems and is one of the indicators for assessing the Minimum Competency Assessment. Based on the PISA results released by the OECD, Indonesia's numeracy literacy level was ranked 74th out of 79 countries, this shows that Indonesia's numeracy literacy level is still very low. This study aims to analyze the numeracy skills of fifth-grade students through self-efficacy in elementary schools. The type of research used is causal-comparative research, also known as ex-post facto research with a quantitative approach. Respondents in this study were 32 grade 5 students. The research instruments used were self-efficacy questionnaires, and numeracy skills test questions. Data analysis in this study used descriptive and inferential statistics in simple linear regression analysis. The research results show that students' self-efficacy can significantly improve their numeracy skills. Students' numeracy skills are influenced by student self-efficacy by 51.2%. Meanwhile, 48.8% is influenced by other factors besides self-efficacy. The results of this study also show that the better the students' self-efficacy, the better their numeracy literacy skills will be.

Numeracy and literacy are essential skills that elementary school students must possess in the 21st century. However, PISA results show that the numeracy and literacy levels of Indonesian students are still low. Various efforts have been made to improve these skills, one of which is through the innovative Ethnomathematics Comics of Al-Akbar Mosque. The researchers came up with the idea of developing comics integrated with technology: Ethnomathematics Comics of Al-Akbar Mosque based on Augmented Reality (AR). AR is an application that presents objects in a more realistic way with three-dimensional visuals, which can increase students' reading interest. This research aims to explore and document the mathematical concepts present in the architecture of Masjid Al Akbar Surabaya and to develop an augmented reality (AR) comic as a tool to increase students' literacy and numeracy. The study begins with a qualitative ethnographic approach to identify the mathematical elements in the mosque’s design. It then continues with a development research method using the Borg and Gall approach to design, develop, and evaluate the feasibility and practicality of the AR comic. The results of the exploration indicate that Masjid Al Akbar Surabaya contains mathematical concepts such as symmetry, proportion, and geometry that can be integrated into learning. The development process of the AR comic involves designing visual and interactive materials that link these concepts with the mosque's architectural elements. The assessment of the AR comic's feasibility shows that the tool meets high standards of quality and relevance for use in an educational context. The practicality of the AR comic, tested in several elementary schools in East Java, demonstrates that this medium is effective in engaging students and enhancing their understanding of mathematical concepts through interactive and contextual learning experiences. Overall, the research concludes that the developed augmented reality comic can be a significant innovation in mathematics education, utilizing the local cultural context as a means to improve students' mathematical literacy and numeracy skills. The AR-based Ethnomathematics Comics of Al-Akbar Mosque Surabaya can serve as an alternative learning medium to enhance students' numeracy and literacy skills.

Objectives: Oral health literacy (OHL) is a concept far beyond reading and including other skills such as numeracy skills, listening, and decision-making. Self-reported oral health(SROH) is a reliable and cost-effective measure of dental and periodontal conditions. The current study aimed to evaluate the association between various aspects of OHL and SROH.Materials and Methods: This cross-sectional study was conducted among adults visiting a dental school. One interviewer asked each individual ”How would you describe your oral health at present?” to measure SROH. Two response categories were “good” and “poor”. OHL-AQ (Oral Health Literacy Adult Questionnaire) was used to measure different aspects of OHL (Reading comprehension and knowledge, listening, numeracy and communication, and decision-making skills). The total scores ranged from 0 and 17. To analyze the data binary logistic regression and chi-square tests were performed. (P=0.05)Results: Totally 253 adults participated. Most participants (65.21%) were females. The numbers of subjects with good and poor SROH were 127(50.20%) and 126(49.80%) respectively. The mean age of the participants was 37.75±10.69 years and ranged from 18 to 65 years. The overall mean OHL score was 11.74±3.12. Out of the components of OHL in OHL-AQ, reading comprehension and knowledge skills (p=0.032), and decision-making skills (p=0.013) had a significant positive correlation with good SROH. In contrast, listening (p=0.955) and numeracy skills (p=0.349) did not exhibit a similar association.Conclusion: OHL level, particularly decision-making, reading comprehension, and knowledge skills, is associated with SROH.

Numeracy skill is a fundamental skill that is essential for every individual because it plays a role in various aspects of daily life. However, the results of the 2022 PISA (Indonesian Women's Economic Assessment) indicate that Indonesia's numeracy skills are still low, necessitating strategic efforts to improve them. One community group with the potential to be empowered in this regard is the Women Farmers' Group (KWT), which plays a dual role as farmers and primary educators at home. Based on preliminary studies, numeracy activities are widely practiced in daily activities, but their conceptual understanding remains low. To address this issue, the Numeracy House program was designed as a community learning center aimed at improving mothers' numeracy understanding and skills while simultaneously fostering a numeracy culture within families. The implementation method included needs mapping, material planning, real-life numeracy training, mentoring, and evaluation, which was carried out from July to August. The activities were carried out in a participatory manner through discussions, direct practice, and contextual learning based on agriculture and households for 15 KWT mothers. The results of the activities showed an increase in children's learning motivation, children's and mothers' numeracy skills, and KWT mothers' confidence in accompanying their children at home with an average score of 80%. Thus, the Numeracy House can be an effective community-based education model in improving numeracy literacy while empowering groups.

Early numeracy skills are related to children’s later mathematics and reading skills. Early interventions that target parent-child numeracy practices may be an effective way to promote these skills in young children. The aim of the current study was to evaluate the effectiveness of a home numeracy environment (HNE) intervention in increasing preschool children’s early numeracy skills through a randomized controlled trial. The intervention was designed to incorporate practices that have been shown to improve children’s numeracy development, in addition to a number of practices that have been shown to lead to effective outcomes for parenting interventions more broadly. Parents were randomly assigned to participate in either the HNE intervention or an active comparison condition. Both groups of parents attended a brief informational meeting and received daily text messages for four weeks; parents in the intervention group received information about the importance of early mathematics development and strategies for incorporating numeracy into their children’s daily routines and parents in the active comparison condition received information on general development in preschool. Before and after the intervention, parents completed a questionnaire on their numeracy beliefs and practices, and children were assessed on their early numeracy skills. Findings indicate that, compared to parents in the comparison condition, parents who participated in the intervention reported more frequent direct HNE activities and their children showed greater improvement on numeracy skills. There were no group differences on beliefs of importance of math, self-efficacy for teaching math, or engagement in indirect HNE practices. The study provides initial evidence that a brief HNE intervention is feasible for parents to implement and is effective in improving preschool children’s numeracy skills.

The study assessed the numeracy skills of junior high school students. The participants of this study were eighth-grade students from SMP Negeri 01 BP Peliung enrolled in ANBK. The tools in this study were a numeracy proficiency assessment and an interview questionnaire. The numeracy skill assessment in this study was administered to students utilizing Google Workspace and comprised six questions. The numeracy questions administered to students consist of AKM-type inquiries, including multiple-choice, complex-choice, true-false, and descriptive questions. This research involved interviews with six subjects, categorized into high, medium, and low numeracy skills, with two subjects in each category. This interview was conducted to assess students' numeracy skills based on seven components encompassed within three indicators of numeracy skills. Individuals with high numeracy proficiency demonstrate that all three indicators of numeracy are satisfied. Those with moderate numeracy proficiency meet only two indicators, specifically the skill to formulate situations and employ mathematical concepts, procedures, facts, and reasoning. Conversely, individuals with low numeracy proficiency fulfil only one indicator, the skill to formulate the situation.