Numeracy Skills Research Articles

Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience

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.

Numerical Taxonomy in School: Sustainability in Biodiversity Learning

The younger generations of Indonesia are usually uninterested in studying biodiversity because the teaching process at schools tends to use the one-way lecture method, and the students tend to memorize. This paper discusses the implementation of numerical taxonomy into learning about biodiversity, which is likely more sustainable than existing teaching methods. Numerical taxonomy is a grouping system that consists of two approaches, phenetics and cladistics. The implementation of numerical taxonomy in biodiversity learning promoted students to be active, participative, and engaged in hands-on experience as required by sustainability education. Numerical taxonomy in biodiversity learning is characterized by student-centered learning, a lot of hands-on activities, exploring the 21st-century skill (4Cs), and imitating. In addition, it demonstrated quite good concept mastery of students and positive responses from the students. The results suggested that feeling fun and excited was a further simple meaning of sustainability itself. There is a strong connection between numerical taxonomy, 21st-century skills, and education for sustainable education.
 Keywords: numerical taxonomy, biodiversity, phenetics, cladistics

Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations

The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.

Assessment of the Numeracy Tutorial Service of Project KaISIPnayan: Inputs to the Sustainable Extension Program

This study provides an overview of an assessment conducted on the numeracy tutorial service, namely Project KaISIPnayan. This study aims to evaluate the effectiveness and sustainability of the program, with the objective of enhancing its extension initiatives. By examining the inputs required for a sustainable extension program, this assessment provides valuable insights into the long-term viability and impact of the numeracy tutorial service. The research employs a mixed-methods approach that combines data analysis and qualitative analysis. The quantitative phase entails delivering pre- and post-tests to participants to assess their improvement in mathematics. In addition, the qualitative phase uses an evaluation form to collect feedback on the numeracy tutorial service to gather comprehensive data. The results reveal the strengths and weaknesses of the program, highlighting key areas for improvement. Furthermore, the data imply that Project KaISIPnayan creates a positive attitude toward mathematics and increases learners' confidence in mathematics. The findings emphasize the importance of program design, trained tutors, adequate resource allocation, and collaborative partnerships to ensure sustainability. The assessment contributes to the development of evidence-based strategies for enhancing numeracy tutorial services and provides valuable inputs for sustaining Project KaISIPnayan's extension initiatives. The findings of this study can guide organizations and educational institutions in designing effective and sustainable tutorial programs that promote numeracy skills among students, empowering them for lifelong success.

No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.

No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children.

Improving students' literacy and numeracy skills at Sekolah Dasar Negeri 1 Liabuku, Baubau City

This community service activity is based on the low numeracy and literacy skills of students at SD Negeri 1 Liabuku, Baubau City. The aim of this service is to explore and enhance students' literacy and numeracy skills. The participants in this PKM activity were students from SD Negeri 1 Liabuku, Baubau City. This service activity takes the form of tutoring, which aims to improve and familiarize children with literacy and numeracy. The activity is implemented in three stages: the planning stage, implementation stage, and evaluation stage. The result of this service is a comprehensive and structured numeracy and literacy program at SD Negeri 1 Liabuku, Baubau City. The implementation of the program is aligned with three stages: habituation, development, and learning. Using a learning-through-play model and learning media, students' numeracy and literacy skills both inside and outside the classroom can significantly influence the development of their respective talents and skills.

The Role of Leadership and Communication Competence in Increasing Learning Motivation in the Kampus Mengajar Program

Introduction/Main Objectives: Kampus Mengajar (Teaching Campus) is a program that provides opportunities for university students to learn outside the classroom for 1 (one) semester by becoming teaching partners to make innovation in the development of creative and innovative learning models and strategies in targeted education units. This program focuses on increasing school students' literacy and numeracy skills in targeted schools. Background Problems: This research tries to elaborate further on how university students play a role in efforts to increase students' learning motivation in the target schools. Novelty: The research that examined leadership and communication competencies associated with increasing students' learning motivation has never been described in the Kampus Mengajar Program evaluation. Research Methods: Qualitative approach is used to collect the data. The data used in this study were primary and secondary. Primary data was obtained from non-participant observations, interviews, and focus group discussions with students and teachers. Secondary data were obtained from students' report documents and other relevant literature. Finding/Results: Based on the results of the research, it was found that participants' leadership and communication competencies play an essential role in increasing students' learning motivation, which has a positive effect on increasing their literacy and numeracy skills. Conclusion: it could be concluded that university students, as the program participants were able to build their leadership attitudes successfully.

Revolutionizing learning: Enhancing student worksheets on plant tissue structure through vee diagrams in alignment with the merdeka curriculum

Practicum is an important component in biology learning and it helps students to gain hands-on experience. Practicum activities can be provided with the help of student worksheets. Based on observations, the student worksheets used have inadequate quality. This study aims to analyze and reconstruct the student worksheets. The research method applied in this study is a qualitative descriptive method. With the following flow: Analysis, Try, and Reconstruction. The results of the analysis using the Laboratory Activity Analysis Form show that there are problems in the student worksheets Plant Tissue Structure from a structural aspect. Problems were also found in conceptual, practical specifications and knowledge construction specs through vee diagram analysis. Therefore, reconstruction was carried out on the student worksheets Structure and Function of Plant Tissues. The reconstructed worksheets were developed according to the demands of an independent curriculum that emphasizes students' literacy and numerical reasoning skills. The practical aspect of the worksheets aimed to guide students in discovering factual objects and phenomena through hands-on activities, thereby facilitating the construction of knowledge.

The Implementation of Independent Curriculum at State Vocational High School 2 Tebing Tinggi

This article discusses the evolution of the education curriculum in Indonesia from 1947 to the present day, undergoing changes eleven times to align with the goals outlined in Law Number 20 of 2003. The shift from the 2013 curriculum to the independent curriculum was prompted by challenges such as low literacy and numeracy skills of students, highlighted by the Program for International Student Assessment (PISA) study in 2018. The Covid-19 pandemic further emphasized the need for curriculum changes to recover from learning loss. The independent curriculum provides schools, especially students, the freedom to choose based on their needs, focusing on freedom and creative thinking. The study employs a qualitative research approach with a case study design, conducted from October 2023 to December 2023. The object is the implementation of the independent curriculum at SMK Negeri 2 Tebing Tinggi, and the subjects include two lead teachers and one curriculum teacher. Data collection involves interviews, direct observation, and documentation of relevant materials. The independent curriculum at SMK Negeri 2 Tebing Tinggi focuses on fostering independent and self-reliant students. The implementation involves various stages, including participation in training activities, workshops, and self-training through the Merdeka Mengajar Platform. Challenges include changing regulations, low teacher experience, and limited facilities. Challenges in the implementation include changing regulations, low teacher experience, limited references, digital access limitations, and inadequate facilities. Despite challenges, SMK Negeri 2 Tebing Tinggi has been successful in implementing the independent curriculum, focusing on intracurricular, curricular, and extracurricular learning principles.

Pengaruh Penggunaan Media BAPER Terhadap Kemampuan Numerasi Siswa SDN 80 Liangbai

The purpose of this study was to find out that the use of multiplication rod media (BAPER) had a positive effect on the mathematical numeracy abilities grade students of class IV UPTD SD Negeri 80 Liangbai. This type of is a quasi- eksperimental research (quasi-eksperimental) involving the control class and the eksperimental class with a nonequivalent control group design. The variables studied in this study were the mathematical numeracy abilities grade students of class IV UPTD SD Negeri 80 Liangbai as the dependent variable and the use of BAPER media as the independent variable. The population of this research is the grade students of class IV UPTD SD Negeri 80 Liangbai in the odd semester of the 2022/2023 academic year which consists of two classes. The sample of this class IV A and class IV B, each of which consisted of fifteen students obtained using a saturated sample. The research data was obtained using a research instrument in the form of a student’s mathematical numeracy ability test. Based on descriptive statistical analysis, it was obtained that the average value of student’s numeracy skills in the control class for posttest data was 70.00 with medium ability category and standard deviation of 6,503 while in the experimental class the average value of student’s numeracy abilities for posttest data was 80.27 with medium ability category and standars deviation of 5,934 and the inferential using the test of the large effect of the treatment obtained the value of r2= 0,19 with a percentage of 19% which is in the category of medium effect anda has an effect on student’s numeracy abilities. so it can be concluded that the use of multiplication rod media (BAPER) has a positive effect on the numeracy skills grade of IV UPTD SD Negeri 80 Liangbai.

Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.

Penggunaan Media Pembelajaran Amplop Ajaib untuk Meningkatkan Kemampuan Numerasi Siswa Kelas 2 di SDK Boba

This study aims to improve numeracy skills in mathematics for Grade 2 Elementary School students in Boba Village, South Golewa District, Ngada Regency. The type of research used is class action research involving 2nd grade students totaling 9 people. The research methods used were written and oral tests. This study was conducted with pre cycle, cycle 1, and Cycle 2. The use of magic envelopes Learning media in numeracy learning can improve students ' numeracy skills from pre-cycle to Cycle 1 by 6.67% and obtain an average pre-cycle score of 63.33 to Cycle 1 with an average of 70 or in the sufficient category. From Cycle 1 to cycle 2 experienced an average increase of 10%. While classically increased from Cycle 1 to cycle 2 by 95% of the minimum completeness of 70%. This shows that the use of magic envelopes Learning media can improve the numeracy ability of 2nd grade elementary school students.

Foundational Learning: Unearthing Key Issues and Redressal

The National Education Policy 2020 in India recognizes the importance of investing in the early years which is the most important indicator of productive and efficient human capital a country must ensure. The policy thus, obligates strong investment in foundational learning with a special focus on the attainment of foundational literacy and numeracy skills among children in their early years. For this, policy lays a roadmap for academic and systemic reforms in mission mode for better planning, designing, and implementation of interventions for foundational learning. Accordingly, the NIPUN Bharat Mission was launched in 2021 with targets to be achieved in five years, i.e. by 2026-27. This paper is a narrative review of the literature with problem-solving approach to spot key issues in foundational learning in India and the remediation being followed. Review suggests issues and mitigation strategies in three areas viz, achieving access to the conducive learning environment, strengthening educational and developmental aspect of learning interventions and bringing systemic reforms as wells as developing convergence mechanism to build the robust administrative structure. Findings and strategies provided in this paper would help stakeholders identify issues beforehand and take action in, timely. This learning would also be useful to the countries having similar geographical, educational, and social constraints who want to or are in the process of designing or implementing such interventions.

Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students

Literacy and numeracy are one of the critical thinking skills in solving daily life problems that must be possessed by every individual. Based on data obtained from PISA, the level of literacy and numeracy skills in Indonesia is still relatively low, which ranks 62nd out of 70 countries. Therefore, efforts are needed to improve literacy and numeracy skills, one of which is through Differentiated Learning Activities. This study aims to determine the effectiveness of differentiated learning implementation in improving students' literacy and numeracy skills. The subjects of this study were fifth grade students one of elementary school in Pasuruan with a total of 18 students. The instruments used in this study were pretest and post-test sheets, observation sheets, and documentation. The method used in this research is an experiment with a pre-experimental design (One Group Pretest-Posttest) using the t test. Data collection techniques are observation, tests (pretest and posttest), and documentation. This study found that the application of differentiated learning can improve the literacy and numeracy skills of elementary school students. This is obtained from the results of the t test which shows that literacy skills obtained a significance value = 0.04452 and numeracy skills obtained a significance value = 0.000938 with α = 0.05. Based on the test criteria that the significance value <0.05 means that differentiated learning can improve students' literacy and numeracy skills. In addition, the average score of the post-test results on literacy skills is 73.611. While the average score of the post-test results on numeracy skills is 70.277 so that the average result of normalized gain with a literacy ability value of 0.53 and a numeracy ability value of 0.58. The differentiated learning activities that have been carried out can improve students' literacy and numeracy skills.

European Study investigating Adult Numeracy Education

Numeracy is a critical competency needed by adults to navigate their way through tasks in their personal and professional lives. Hence, it is critical that efforts are made to identify and address challenges that prevent adults from developing the numeracy skills needed to engage in society. In this research we identify the challenges facing adult numeracy eduction across Europe. A survey, which sought to investigate the main challenges faced by adult educators and policy-makers when delivering numeracy programmes, was distributed to leading figures in adult numeracy education in EU states. Twelve countries responded and challenges identified related to the lack of a standardised definition of numeracy, the lack of a standardised framework to support adult numeracy education and the need for professional development for adult numeracy tutors. In this paper we look at how these challenges manifest themselves in different jurisdictions and offer suggestions for overcoming these challenges in future.

Unlocking Pathways to Employment: Understanding Factors Influencing Youth Employability in Tanzania's Informal Sector

This study investigates the determinants of employability in the informal sector among youth in Tanzania using data from the Integrated Labor Force Survey (ILFS) conducted in 2020–2021, utilizing probity regression analysis. The model, statistically significant at a 1% level, indicates that variables including sex, capital access, income tax, social security, technical and computer skills, literacy and numeracy skills, physical skills, business registration, ownership, age, marital status, readiness for work, and education level collectively account for 4.4% of variations in youth employability. Positive impacts on employability are associated with capital access, numeracy and computer skills, paid employment, and level of education. The negative impacts are being male, income tax, social security coverage, literacy skills, physical skills, registered and owned businesses, married individuals, age, and readiness for work. The study suggests that attending school and possessing computer skills increases the likelihood of informal sector employment, while being male, subjected to income tax, covered by social security, having literacy skills, physical skills, registered or owned businesses, being married, aging, and being ready for work decrease the probability. The findings emphasize the importance of targeted interventions to enhance employability for youth in the informal sector, with considerations for gender, skills development, and business practices. The research recommended that enhancing access to education, programs in skill development, and improving numeracy and computer skills for youth will foster employability.

Empowering Women: Navigating Employability and Experiences in selected Banks in Lagos, Nigeria By IJISRT

The study investigated the employability and experiences of women in selected banks located in Lagos, Nigeria. The study was exploratory and cross-sectional in nature and employed Becker's Theory of Discrimination and Liberal Feminism Theory as a framework. The data generated through In-depth and Key Informant interviews were used to establish that women have equal opportunities in the banking industry. The study found that employability in the workplace is not determined by patriarchy. Employment criteria are based on individual qualifications, which are always spelt-out in the course of the job advertisement, recruitment, and selection process. The study gathered that gender discrimination does not play a role in the employment process, and all applicants, regardless of gender, must possess the requisite skills to be considered for positions in the company. The study equally found that women are not marginalized in the workplace, and they have equal opportunities to ascend managerial cadres and make decisions. Women have what it takes to get their jobs done, and in situations where bias, discrimination, and dominance are present, women experience it more from customers rather than their male counterparts in the selected banks. The study concluded that there is no difference in employability between men and women in the selected banks. The recruiters use cognitive skills as part of the recruiting process, and it is not based on gender. Recruitment is based on the aptitude capacity of employees in the sector, and numeracy skills are likewise tested during the recruitment process. Gender discrimination should not be condoned in the banking industry, and women should be given the same opportunities as men.

Effectiveness of project COUNTS in improving students’ numeracy skills

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.

Is the Jigsaw Model Still Relevant for Improving Mathematical Ability? Meta-Analysis Studies

The Jigsaw learning model focuses on student activities in learning in general and also has an influence on students' mathematical abilities, but there are also some that do not have a significant influence. This research attempts to answer how much influence the Jigsaw model has based on the desired categorical variables. Therefore, meta-analysis research is needed to provide comprehensive and in-depth conclusions about the application of the Jigsaw model to students' mathematical abilities. Comprehensive Meta-Analysis (CMA) is used to evaluate a property's value based on comparisons to similar properties in the same area. Data was obtained from Publish or Perish (PoP) with a total of 500 articles from 2010 to 2023 with the Google Scholar database. The number of journals that meet the requirements and will be analyzed is 30 sample articles with a total of 1252 students. The moderator variables in this study consider country, education level, sample size and publication source. Based on research findings, the Jigsaw model has a significant influence on numeracy skills (P-value 0.05), with an effect size of 1.146 which is classified as very high based on fixed effects and a standard error of 0.045. The research results show that the Jigsaw model is still relevant for improving students' mathematical abilities, especially at the elementary school level. This meta-analysis study reveals that there is no difference in the results of implementing the Jigsaw model on students' mathematical abilities in all country categories.

Model Owens Kadakia-Learning Cluster Design untuk Meningkatkan Keterampilan Numerasi, Komunikasi, dan Berpikir Kritis Matematika Kelas I Sd XYZ Bekasi

This study aims to analyze the difference between numeracy, critical thinking and communication skills in classes that apply OK-LCD with classes that apply the lecture method. The subjects of the study were grade I elementary school students in Bekasi totaling 28 people for the control class and 27 people for the experimental class. The study period was conducted for four weeks starting October 2 to October 20, 2023. This study used a weak experimental design method with a static-group pretest-posttest design model. Research data are obtained through written tests and rubrics that have been tested for validity and reliability. The results of the analysis and statistical tests showed the difference in control class pretest scores with control class post test, experimental class pretest scores with experimental class post test, and control class nGain with experimental class nGain on numeracy skills, critical thinking rubrics, and student communication rubrics. The data were expressed in the average nGain in the experimental class for numeracy, critical thinking and communication skills with consecutive scores of 0.56; 0,57; and 0.66. On average nGain in the control class for numeracy, critical thinking, and communication skills with consecutive scores of 0.40; 0,42; and 0.59. Therefore, it can be concluded that there is an increase in numeracy, critical thinking and communication skills in the control class and experimental class.