Numerical Ability Research Articles

The influence of brain gym on changes in the numerical ability of grade I elementary students

Introduction: The child is one of the important human resources in building a nation with improved quality and quality of life. One of which is the issue of education. Education is a process of self-development potential to increase optimal knowledge. Therefore, using a brain gym to improve children's learning abilities is more optimal. This study is to determine the effect of brain gym on the change of numeracy skills in grade 1 elementary school children.
 Methods: This research was pre-experimental with a one-group pretest-posttest approach with purposive sampling. The respondents were 19 samples that fulfilled the inclusion and exclusion criteria in public elementary school 1 Jatiwarna, Bekasi, Indonesia. Data were taken before and after the three weeks of brain training exercises using the 1st-grade end-of-year skills test. Analysis of univariate data used Shapiro Wilk and bivariate using paired sample t-test.
 Results: From 20 respondents, the average counting ability before intervention was 65.20, and after intervention was 80.60. The results showed an effect of the Brain Gym intervention on the counting abilities of children with p=0.000 <α (0.05).
 Conclusion: Based on these results, it can be concluded that exercise brain gym influenced the increase in children's numeracy skills at Public Elementary School 1 Jatiwarna Bekasi in 2018.

Nurse education leaders’ perspectives on the teaching of numeracy to undergraduate nursing students: A qualitative research study

AimThe aim of this study was to explore the perspectives of nurse education leaders of Australian undergraduate nursing degrees on the teaching of nursing numeracy and how the Australian Nursing & Midwifery Accreditation Standards influence curriculum development. BackgroundNurses’ numeracy skills are reportedly deficient worldwide, posing a significant threat to patient safety. This is an issue for the education of undergraduate nurses and thus for the nursing profession. The international literature reveals a heterogeneous blend of learning approaches, but it is unclear which approaches are best suited to improve the numerical calculation ability of nurses. In the Australian context, there are no accreditation standards referring to numeracy, therefore, it is important to discover how nurse education leaders’ design and implement the teaching of numeracy. DesignA qualitative approach using thematic analysis was employed. The setting was Australian universities that delivered an accredited undergraduate nursing degree leading to nursing registration. MethodsPurposive sampling was used to recruit 17 nurse education leaders of Australian undergraduate nursing degrees. Individual, semi-structured virtual interviews were conducted between November 2022 and January 2023. Interview data were analysed using Braun and Clarke’s (2006) six phases of thematic analysis. FindingsFive themes emerged from the analysis: (i) indistinct accreditation standards, (ii) teaching basic maths for clinical applications, (iii) a range of bespoke teaching approaches (iv) we’re nurses, not numeracy educators and (v) assumptions about an unprepared cohort. ConclusionThe leaders of undergraduate nursing degrees assumed that nursing students would have proficiency in numeracy skills on entering university. However, this was not the case, hence numeracy was an essential skill that needed to be taught to the undergraduate nursing students. Lack of direction from the accreditation council led to the existence of various curricula and an array of approaches to teaching numeracy and medication calculations, which challenged nursing academics who did not consider themselves numeracy educators. This study makes a novel contribution to knowledge, teaching and practice in undergraduate nursing numeracy curricula.

Spatial-numeric method application to the movable wedge problem for Physics First pedagogy

The objective is to solve the college physics problem of a block sliding down a movable smooth wedge without friction anywhere using a spatial-numeric perspective. The drawing method used the sum of the normal force and weight of the block to find the wedge acceleration. The drawing method results are equivalent to the algebra method results within drawing accuracy. The result of a geometric construction with regular drawing uncertainly was shown for the case without any horizontal applied force. For the case of a given horizontal applied force, an additional numeric graphing method was shown with additional drawing uncertainty in the result. The geometric construction without graphing resuted in solving the horizontal applied force case via scaling in the concept of modified gravity experienced by the block on the wedge’s slant edge, assuming a pre-requisite knowledge of algebra and trigonometry. The presented spatial numeric method and results imply a Physics First pedagogy of using the spatial numeric abilities, with the inclusion of the pre-projectile problem, pre-traffic-light problem, and post-collision problem in a one-semester syllabus.

Effectiveness of the RADEC learning model on the numerical ability of madrasah tsanawiyah students

Numeracy skills are essential for junior high school students in the 21st century. The RADEC (Read, Answer, Discuss, Explain, Create) model is appropriate for implementation. This research aims to examine the effectiveness of the RADEC learning model in improving the numeracy skills of junior high school students. The research utilizes a quasi-experimental method with a nonequivalent control group design. The subjects of this research are male and female students in Madrasah Tsanawiyah Negeri (MTsN) 1 Pandeglang, with the population consisting of all seventh-grade students in MTsN 1 Pandeglang during the even semester of the academic year 2022/2023. The sample includes two classes determined purposively, with class VII A as the control group and class VII E as the experimental group. The instrument used in this research is a numeracy skills test. The research findings indicate that the improvement in numeracy skills of students using the RADEC model is considered better than that of students using the problem-based learning model. In conclusion, the RADEC learning model is more effective in enhancing students' numeracy skills than the problem-based learning model.

Measuring Changes of Students Conceptual Understanding of Literacy and Numeracy in Natural Science by Using Rasch Model

The low literacy and numeracy abilities of Indonesian students based on the PISA encourage assessment policies based on literacy and numeracy. This study aims to analyze the feasibility of the items developed and changes in students' understanding of concepts after implementing literacy and numeracy-based learning processes on science subject matter topics related to education for sustainable development. The research method used in this research is the one-group pretest-posttest-design experimental method. Concerning the one-group pretest-posttest-design experimental method, the sample in this study was one whole class. Data was collected through a test instrument for students' conceptual understanding of science subjects. Raw data from students' grades were processed using the Rasch Model analysis. Through Rasch's analysis, the pattern of changes in students' conceptual understanding abilities was identified by comparing the response patterns of problem difficulty and students' abilities. The research results show that the items developed in the test instrument are appropriate for measuring students' abilities. Literacy and numeracy-based learning can improve students' understanding of concepts. Seven out of 53 students were identified as having decreased abilities. Student misconceptions cause it, the types of questions developed, student internal factors, and the teaching materials used. This analysis estimates the effectiveness of educational innovations and student ability in detail.

Does Schooling Have Lasting Effects on Cognitive Function? Evidence From Compulsory Schooling Laws.

This study assesses whether an additional year of secondary schooling has lasting causal effects on cognitive function. I use data from Understanding Society, the largest longitudinal household study in the United Kingdom, and exploit quasi-experimental variation in schooling from the 1972 raising of the school-leaving age in England and Wales. This reform increased the minimum secondary school‒leaving age from 15 to 16 years. Cognitive function outcomes were measured when participants were aged 48 to 60. Using a fuzzy regression discontinuity design, I show that remaining in school until age 16 improved working memory by one third to one half of a standard deviation. I find limited evidence for causal effects on verbal fluency and measures of numeric ability. Analyses of potential mechanisms showed statistically significant effects of remaining in school until age 16 on the type of occupation entered immediately after leaving school and at older ages. These patterns are consistent with basic education improving cognitive outcomes through occupation choice. The findings are robust to sensitivity analyses.

The kite project to improve junior high school students’ numeracy

This research occurred to improve students' numeracy skills. To help students acquire these skills, develop learning projects through a STEAM approach using kite-making and collaborative learning projects. Design collaborative learning projects using a STEAM approach to assist students in acquiring these skills. This study's primary purpose is to create kites to aid junior high school students in addressing problems concerning PLSV and the kite area. This study applies a design research type of validation study. The data collection technique used is using images, products, and review documents for data collecting. The research participants were 30 seventh-grade (Phase D) junior high school students in Palembang. This study developed a learning trajectory that includes three exercises and post-test questions. Students can investigate and address issues associated with kite construction using PLSV materials. In the second activity, students can create kites and estimate their area based on their kite-making skills. After the kite is built, students fly a kite and study it. Students can improve their numeracy abilities through project-based learning employing STEAM in the context of kite creation, as demonstrated by the findings of this study. This knowledge aids them in overcoming obstacles associated with PLSV content and expands kite-making.

Numeracy development training for elementary school students at SD Muhammadiyah 2 Waru Sidoarjo

Covid-19 pandemic has caused the decline in the numeracy ability of low-grade students at SD Muhammadiyah 2 Waru Sidoarjo. Students’ ability dropped by 50%, which cause teacher unable to continue to a higher numeracy level. The purpose of this program is to develop the numeracy skills of low-grade elementary school children at SD Muhammadiyah 2 Waru Sidoarjo. The method used in the form of training for low-grade students (grade 1, 2, and 3) which begins with a pre-test and ends with a post-test. Training is carried out by providing a stimulus for learning numeracy using modern methods through applications on gadgets and conventional methods and exercises. The result obtained from this training were that low-grade students felt interested and enjoyed learning numeracy with modern media than conventional methods. Training using modern numeracy media can increase students’ abilities and interest in learning numeracy.

Magnitude representation of preschool children with autism spectrum condition.

The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children's later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition.

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

This study aims to investigate the effects of colored bead Montessori learning media to students’ numeral thinking skills none of the elementary schools (SD) in Padang, Indonesia. This study used a quantitative method with a single-subject research approach, the research data was taken from a student with dyscalculia through fifteen direct lessons using colored bead Montessori learning media. Data were analyzed by using visual graphical analysis tool descriptively were analyzed descriptively using visual graphical analysis tools. The results of this study showed that the use of colored bead Montessori learning media based on the analysis can actually improve the numeracy skills of students with dyscalculia in learning. This improvement is proved by, at first the students' scores were 2, 4, 4, 4, this was the value before the researcher used the media. Furthermore, after the researcher did seven times direct treatment, it was found that the students' scores increased to 10, 13, 15, 18, 20, 20, 20, even students were able to obtain self-evaluation scores with numbers 20, 20, 20, 20. The results of this study proved that the use of colored bead Montessori media has been able to improve the numeracy skills of students in learning. Referring to the results of this research, colored bead Montessori can be used as an alternative media in learning numeracy skills of students with dyscalculia none of the elementary schools.

Analysis of Students' Numerical Ability in Solving Minimum Competency Assessment Questions in View of Cognitive Outcomes in Elementary Schools

This research was conducted to describe the relationship between students' numeracy abilities and cognitive outcomes in the implementation of the Minimum Competency Assessment and find out the comparison of the average value of students' Minimum Competency Assessment results in terms of the answer scheme. The type of research used in this research is quantitative research. This research is explained by using a survey method, where data is collected using questionnaires, interviews and documentation. The population used in this study were 5th grade students of public elementary schools in Cirebon City for the 2022/2023 academic year. The sample in this study consisted of 134 schools spread across five sub-districts in Cirebon City, including Kejaksan District (28 schools), Kesambi District (35 schools), Harjamukti District (38 schools), Pekalipan District (12 schools) and Lemah wungkuk District (21 schools). The results of this study indicate that 93% of the questions used are valid. This means that the numeration questions used have accuracy and accuracy as a measuring tool in making an assessment. Therefore, this numeracy problem is suitable for use in research. Likewise with the results of the reliability test of numeration questions. The Cronbach’s Alpha value of 72% means that the numeration questions being tested are reliable or trustworthy. With a Cronbach’s Alpha value of 72%, the numeration questions tested have a good degree of stability, consistency and accuracy so that they can produce reliable data. There is a difference in the average AKM score for students who work on complete, incomplete and skipped Minimum Competency Assessment questions. From the elaboration of the conclusions of the analysis and discussion of the data above, Ho is rejected and H1 is accepted. The hypothesis of this study can be accepted empirically that the intervention of educators in solving AKM questions with complete, incomplete, and jumping answers affects the magnitude of the average AKM score. Keywords: Minimum Competency Assessment, Numeral Ability, Cognitive Outcome

PENGEMBANGAN PERMAINAN ULAR TANGGA BERBASIS MAGIC BOX UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA KELAS I SD

Numerical abilities play an important role in solving problems in various areas of life. However, it is known that the students' numeracy ability is low. The purpose of this research is to find out the development process and the feasibility of magic box-based snakes and ladders game media on the material of addition and subtraction arithmetic operations. In addition, it is also to determine the level of students' numeracy skills after using the development of snakes and ladders game media based on magic box on arithmetic operations material. This model is known as the 4-D Model which includes four elements, namely: 1) Define, 2) Design, 3) Develop, 4) Disseminate. The subjects in this study were class I students at SDN Tlumpu Blitar City in the 2022/2023 academic year. Number of students The number of students consists of 22 students. The feasibility of Magic box-based Snakes and Ladders learning media on arithmetic operations material was obtained from a total of 82.44% so it can be concluded that Snakes and Ladders learning media in arithmetic operations material Magic box-based Snakes and Ladders learning media on arithmetic operations material has feasibility with very decent criteria. Improving the numeracy skills of first grade students at SDN Tlumpu through the development of Magic Box-based Snakes and Ladders learning media on arithmetic operations material obtained the result g = 0.70. Based on these results, the increase in numeracy skills through the Snakes and Ladders learning media has increased moderately.

Cross-lagged associations between father-child numeracy activities and very young children's number competence

Utilizing a sample of 109 young Chinese children who were followed up from the end of their nursery programs (Time 1 [T1]; age: M ± SD = 38.01 ± 2.68 months) to the beginning of their preschool programs (Time 2 [T2]), this study examined the reciprocal relation between father-child math activities and children's numerical ability. The results demonstrated that children's numerical ability at T1 negatively predicted the frequency of father-child number-skill activities and number-book activities at T2, but these predictions were only significant among girls. The frequency of father-child number-application activities at T1 positively predicted children's numerical ability at T2, but these predictions were only significant among boys. The findings highlight the significance of father-child number-application activities for boys' math learning. They also underline the possibility of fathers' participation in number-skill activities and number-book activities to remedy girls' limited numerical ability.

PENGARUH PENGGUNAAN MEDIA EDUTAINMENT TERHADAP MINAT BELAJAR DAN KEMAMPUAN NUMERIK PESERTA DIDIK SMP KELAS VII DI MASA PANDEMI COVID-19

This study aims to determine the influence of the use of edutainment media on interest in learning and the numerical abilities of VII grade junior high school students in the even semester of the 2021/2022 academic year. This research is a correlational study with a quantitative approach. The population in this study were class VII students at 5 junior high schools in the Gresik District, totaling 702 students. The sample used in this study were 254 students who were obtained using the slovin formula with the proportionate cluster random sampling technique with an error rate of 5%. The instruments used in this study were tests of the ability to use edutainment media, tests of students' numerical abilities, and questionnaires of students' learning interest. The data analysis test used is Structural Equation Modeling (SEM) using the Amos 24 program. The results of this study indicate that: (1) There is a positive and significant influence between the use of edutainment media and students' learning interest. (2) There is a positive and significant influence between the use of edutainment media and students' numerical abilities. (3) There is an influence between learning interest and students' numerical abilities.Keywords: Edutainment Media, Learning Interest, Numerical Ability

Strategi Pembelajaran Metacognitive-Scaffolding Untuk Meningkatkan Kemampuan Numerasi Siswa Kelas III SD Negeri Lembursawah 1

This study aims to determine the effectiveness of the application of metacognitive-scaffolding learning strategies to improve the numeracy skills of third-grade students of SD Negeri Lembursawah 1. Metacognitive-scaffolding learning is a learning strategy that helps students to involve their metacognitive abilities in the process and learning outcomes to improve students' numeracy skills, considering the lack of students' understanding of their numeracy skills. This is unfortunate because numeracy skills have as important a role as literacy skills. Through this numeracy ability, students are expected to be able to apply and solve various mathematical concepts in everyday life. The research method applied in this research is Classroom Action Research (CAR). The data collection instruments used were questionnaires, pre-tests, post-test, and document studies. The results showed that there was an increase in student learning outcomes after the implementation of the metacognitive-scaffolding learning strategy, which was indicated by an average value of 59.1 which was included in the Less category, while after the implementation of the action through the metacognitive-scaffolding learning strategy showed an increase that could be seen from the results of Post-Test cycle 2 with an average value of 70.2 in the Good category. Meanwhile in the Pre-Test cycle 1, the number of students who had not completed as many as 19 out of 42 students with 16 students in the Less category and 3 others in the Very Poor category. The increase in student learning outcomes also continued with the number of students who had not completed only 3 out of 42 students in the Less category after the Post-Test cycle 2 was implemented.

THE INFLUENCE OF THE INDONESIAN REALISTIC MATHEMATICS EDUCATION LEARNING MODEL (PMRI) ASSISTED BY THE ETHNOMATHEMATICS WORKSHEET ON NUMERICAL LITERACY ABILITY IN TERMS OF STUDENTS’ LEARNING INTEREST

Numerical literacy ability is an important ability that students must have. This study aims to analyze the impact of the Indonesian Realistic Mathematics Education learning model (PMRI) using ethnomathematics worksheet media on students' numeracy literacy skills related to students' learning interests. This research is quantitative research with a quasi-experimental design. The samples in this study were students of class VIII D and VIII F SMP Negeri 6 Magelang who were selected through cluster random sampling technique. In this study, the instrument used was numeracy literacy tests and student learning interest questionnaires. Based on data analysis calculations, the results show that: (1) The numeracy literacy skills of students who take PMRI learning assisted by ethnomathematics worksheets are better than students who take PMRI learning; (2) Students with high learning interest have better numeracy skills than students with moderate learning interest, students with moderate learning interest have the same good numeracy literacy skills as students who have low learning interest, and students with high learning interest have the ability better numeracy literacy than students with low interest in learning; (3) There is no interaction between the learning model and learning interest on students' numeracy literacy skills.

Analysis of Numerical Ability Students on Chemical Equilibrium

This study aims to determine the level of numerical ability in class XI students of SMA Negeri 1 Parigi Kab. Parigi Moutong. This research was carried out from January to March 2023. The research method used is quantitative descriptive. Data analysis using descriptive statistics. The sampling technique is random sampling. The research instrument used was a description numerical ability test. The results showed that the level of students' numerical abilities on the indicators of performing mathematical calculations was in the low category, with a percentage of 28.44%. The logical thinking indicator obtained low category results with a percentage of 28.24%. The problem-solving indicator obtained a very low category result of 11.45%. On indicators recognising patterns and relationships between numbers, results with a percentage are in the very low category. Data on the results of students' numerical abilities at SMA Negeri 1 Parigi are categorised as very low. The results of this study are expected to be a source of information regarding the numerical ability of class XI students in chemical equilibrium material.

Profile of Student Numerical Ability in Higher Order Thinking Skills (HOTS) Problem-Solving

The numeracy literacy of Indonesian students at the international level is still relatively low. This can be seen based on the results of the PISA test. In 2015, Indonesia obtained a PISA score of 386 for mathematics from each country's average score, namely 487. Low numeracy literacy can occur due to student errors in solving numeracy questions, namely conceptual and work procedure errors. Numerical Literacy is closely related to solving mathematical problems, primarily found in questions of the Higher Order Thinking Skills (HOTS) type. Therefore, no research examines numeracy skills in solving HOTS problems. This research uses a qualitative approach with a case study type. This study's subjects were class VIII MTs Negeri 5 Tulungagung students. This study used 2 data collection techniques: tests in the form of descriptions and interviews. The analysis model used is Miles and Huberman's model, which consists of data reduction, data display, and conclusion drawing/verification. The results of this study indicate that the level of numeracy ability of students at MTs Negeri 5 Tulungaguang is quite diverse, although, in percentage terms, those with moderate numeracy skills are more dominant. (1) Students with low numeracy abilities cannot fulfil all indicators of Numerical Literacy ability in solving problems, (2) Students with moderate numeracy ability can only fulfil three indicators of Numerical Literacy ability in solving problems, and (3) Students with high numeracy abilities can fulfil all indicators of Numerical Literacy ability in solving problems.

Elder People and Personal Data: New Challenges in Health Platformization

In Uruguay, as in many countries around the world, healthcare providers are looking to digital technologies to enhance service provision. This includes introducing new data-intensive systems that facilitate connections between healthcare providers and patients and maintaining records of these interactions. This article considers the numeric ability of older citizens to critically assess the implications of platformization and datafication within the Uruguayan healthcare system with a view to identifying implications for digital literacy programs. The ability of older people to manage their personal data within healthcare systems shapes their ability to enact citizenship and human rights. This reality came into sharp relief during the recent Covid-19 pandemic, demonstrating the extent to which core social services have become datafied and digitally mediated, as well as their potential to deepen digital divides where senior citizens are concerned. Critical perspectives on technological change, well-being, and ageing offer useful perspectives on this challenge. Drawing inspiration from these perspectives, in this article, we explore the results of a digital literacy initiative that worked with 16 seniors to explore their experiences of personal data collection within Uruguay’s new National Comprehensive Health System. Our approach simultaneously worked to build digital literacy while also revealing the complex relationships and disconnections between the ontological frameworks mapped onto healthcare by systems designers and the reality of older people. In the conclusions, we consider the implications of these observations for seniors’ digital literacy interventions that foster seniors’ critical understanding of their data subjectivity in the context of local healthcare systems.

Detecting the Differential Item Functioning of Numerical Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test

Detecting the Differential Item Functioning of Numerical Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test