Implementation of School Programs Supporting Numeracy Strength: A Case Study from Indonesia
DOI:
https://doi.org/10.18502/kss.v10i11.18753Keywords:
junior high school, mathematics learning, numeracy, school programsAbstract
Mathematical literacy or numeracy has gained more attention in the education world in Indonesia, evidenced by the various efforts of the Ministry of Education to improve it. This research aims to provide an overview of the implementation of mathematics learning in junior high schools in Surakarta, resulting in the increased numeracy of students. This study adopts a qualitative approach with a case study strategy. The research data includes the implementation of numeracy, teacher activities, student activities, school environment, and documents. Data sources come from teachers and students, collected through interviews and documentation. The findings reveal that the implementation of mathematics learning that strengthens numeracy is in the stages of habituation and development. Mathematics teachers play roles as motivators, guides, and facilitators. Activities undertaken include providing books, familiarizing students with solving numeracy problems, assigning tasks, motivating students, organizing activities related to numeracy improvement, imparting knowledge, and allowing students to conduct studies.
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