Abstract
Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accreditation of B for the bachelor’s programme of elementary school teacher education. Furthermore, the samples were selected using proportional cluster random sampling, resulting in 293 prospective teachers or college students from the bachelor’s programme of elementary school teacher education. Apart from that, the research instruments consisted of a numeration test and a self-efficacy questionnaire developed in a standardised manner. In addition, the applied analysis was a simple linear regression test with r-product moment. The results showed that (1) there was a positive relationship between self-efficacy and numeracy skills of prospective elementary school teachers and (2) the effect of self-efficacy on numeracy was 20.1%. This indicated that 20.1% of the contribution to numeration skills of prospective elementary school teachers is influenced by self-efficacy, while the remaining 79.9% is influenced by other factors not examined in this study. This study provides information on the characteristics and patterns of the relationship between self-efficacy and numeracy skills of elementary school teachers.
 Keywords: Self-efficacy, numeracy skills, prospective elementary school.
Highlights
Numeracy is the mathematical ability needed in the 21st century
From the results of the analysis of the self-efficacy questionnaire for prospective elementary school teachers in universities throughout Surabaya, it was found out that 11.26% of the respondents were classified as having high self-efficacy, 68.25% of them were classified as having moderate self-efficacy and 20.47% of them were classified as having low self-efficacy
This study shows that self-efficacy has a positive effect on the numeracy skills of prospective elementary school teachers
Summary
Numeracy is the mathematical ability needed in the 21st century. Numeracy skills are the abilities to manage data and numbers to evaluate statements based on certain contexts (Cassen et al, 2018; Lange, 2003; Robson, 2010). Numeracy skills have an important role in developing the self-capacity of elementary school students in understanding the role of mathematics related to the concept of numbers to solve everyday problems (Ghazali, 2020; Millet et al, 2004; Robson, 2010). Students who understand the concepts and have good numeracy skills will be able to explain the reasons for the different effects of drug absorption. Students learn to realise that the result of 118 divided by 35 is 3.37, for that purpose, it requires at least four minibuses In this context, the concept of rounding numbers is not used. To make costs more efficient, the capacity of the fourth minibus must be chosen according to the needed seats and a minibus with a capacity of 35 should not be used
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