Remeasuring Numeracy Literacy Skills: How Is the Students' Skills Post Pandemic?
Abstract
Numeracy literacy refers to an individual’s ability to apply knowledge, methods, facts, and mathematical tools in everyday life. Recognizing the significance of numeracy literacy in daily life emphasizes the need for students to acquire these skills from an early age. The objective of this study is to delineate the numeracy literacy profile of students in Madrasah Ibtidaiyah (Islamic-based elementary schools) after the covid-19 pandemic, specifically in numerical concepts. The study employed a qualitative approach with a phenomenological method. Data were collected through tests, interviews, and document analysis. The data underwent processing using Milles and Huberman analysis techniques, including data reduction, data display, and conclusion/verification. The research participants consisted of 132 of fourth grade students at Madrasah Ibtidaiyah, Bandung. Traditionally, students’ numeracy literacy skills are classified as basic. Students possess fundamental computational math skills, demonstrated by their ability to solve direct equations. They exhibit proficiency in understanding fractions, identifying the position of fractions on a number line, comparing two fractions, performing addition and subtraction of two whole numbers, and determining the Lowest Common Multiple (LCM) quite well. Therefore, in an effort to enhance students’ numeracy literacy skill, students require tutoring through learning strategies tailored to post-pandemic covid-19 conditions, considering their initial abilities.
Keywords: numeracy literacy skills, post pandemic, students’ skills
References
[1] Kemendikbud, “AKM dan implikasinya pada pembelajaran.,” Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan Kebudayaan, Jakarta (2020).
[2] I. Afriyanti, Wardono, and Kartono, “Pengembangan literasi matematika mengacu pisa melalui pembelajaran abad ke-21 berbasis teknologi.,” PRISMA. Prosiding Seminar Nasional Matematika. 2018;1:608–17.
[3] D.W. Ekowati, Y.P. Astuti, I.W.P. Utami, I. Mukhlishina, and B.I. Suwandayani, “Literasi numerasi di sd Muhammadiyah.,” ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar. vol. 3, no. 1, p. 93, 2019. https://doi.org/10.30651/else.v3i1.2541.
[4] Mahmud MR, Pratiwi IM. Literasi numerasi siswa dalam pemecahan masalah tidak terstruktur. KALAMATIKA Jurnal Pendidikan Matematika. 2019;4(1):69–88.
[5] Purpura DJ, Napoli AR. Early numeracy and literacy: untangling the relation between specific components. Math Think Learn. 2015;17(2–3):197–218.
[6] Kemendikbud, “Materi pendukung literasi numerasi.,” In: Kementerian Pendidikan dan Kebudayaan., Jakarta (2017).
[7] Sulaiman, “Bilangan dan aritmatika,” (2020).
[8] Rifa’i. M, “Matematika dasar (pra kalkulus),” (2019). [9] P. OECD, “Assessment and analytical framework,” (2017).
[10] Syarifudin AS. “Impelementasi pembelajaran daring untuk meningkatkan mutu pendidikan sebagai dampak diterapkannya social distancing.,” Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua. vol. 5, no. 1, pp. 31–34, 2020. https://doi.org/10.21107/metalingua.v5i1.7072.
[11] Onyema EM. Impact of coronavirus pandemic on education. J Educ Pract. 2020;11(13):108–21.
[12] OECD, “Coronavirus (COVID-19): Joint actions to win the war,” (2020).
[13] Huck C, Zhang J. Effects of the covid-19 pandemic on K-12 education: A systematic literature review. New Waves-Educational Research and Development Journal. 2021;24(1):53–84.
[14] Tuan N. The effectiveness of online learning: beyond no significant difference and future horizons. J Online Learn Teach. 2015;11(2):309–19.
[15] Wang KY. Information behavior of parents during covid-19 in relation to their young school-age children’s education. Ser Libr. 2020;79(1–2):62–77.
[16] Kemendikbudristek, “Pusat asesmen pendidikan badan standar, kurikulum, dan asesmen pendidikan,” (2022).
[17] Cohen L, Manion L, Morrison K. Research methods in education. London: Routledge; 2007. https://doi.org/10.4324/9780203029053.
[18] Z.K. Szabo, P. Körtesi, J. Guncaga, D. Szabo, and R. Neag, “Examples of problem solving strategies in mathematics education supporting the sustainability of 21st century skills,” (2020). https://doi.org/10.3390/su122310113.
[19] K. A and A. H, Pembelajaran tematik. RajaGrafindo Persada, Depok, 2015.
[20] Hidayati N, Al Kusaeri AK, Mahfudy S. Profil number sense siswa berprestasi pada materi pecahan. Journal of Math Tadris. 2021;1(1):11–25.
[21] Suryowati E. Kesalahan siswa sekolah dasar dalam merepresentasikan pecahan pada garis bilangan. AKSIOMA Journal of Mathematics Education. 2015;4(1):38–52.
[22] Yuni Astuty K, Wijayanti P. “Analisis kesalahan siswa kelas V dalam menyelesaikan soal matematika pada materi pecahan di SDN Mendokan Semampir Surabaya.,” MATHEdunesa. pp. 1–7, 2013.
[23] E. Elliyana, A. Paerah, and Musadayanti, “Kredit usaha rakyat Bank Rakyat Indonesia dan peningkatan pendapatan UMKM.,”. Jurnal Administrasi. 2020;8(2):153–62.
[24] K. F.M.Y. R. N.D.H, S. P.P, S. M. E, and D. Rambu, “Analisis kesulitan siswa berdasarkan kemampuan pemahaman matematis dalam menyelesaikan soal cerita pada materi FPB dan KPK.,” Fraktal: Jurnal Matematika dan Pendidikan Matematika. vol. 2, no. 2, pp. 29–42, 2021.
[25] Cockcroft W. Mathematics counts. London: Crown; 1982.