The Numeracy Competency Profile of Elementary School Teachers in Ponjong District, Gunungkidul Regency Viewed from Demographic Factors

Abstract

This study aims to describe the numeracy competency profile of elementary school teachers in Ponjong District, Gunungkidul Regency, viewed from demographic factors. The demographic factors used to describe, there were gender, type of school (public or private), length of teaching, age, and whether the teacher in question was certified as an educator. This numeracy competency was essential to explore because this skill was one of the most critical primary education goals; it helped realize successful advanced learning, social interaction, meeting the necessities of life, and global employment. This study used a design-based research (DBR) approach combined with professional learning community (PLC) and participatory action research (PAR), in which a sample of forty teachers was drawn equally from each group of teachers working groups (KKG). The data were taken using test instruments and analyzed using inferential statistical tests. The results showed that from the gender aspect, there was no difference in numeracy competence for both men and women. The second, based on the type of school, there was no difference in numeration competence between public and private schools. The third, from the length of teaching, it was found that teachers with a duration of education under five years had a higher numeracy score. The fourth, in terms of age, there was no difference in numeracy ability from twenty-five to fifty-six years. The conclusion, from the aspect of educator certification, was fascinating. Although not significant, there was an average difference in the numeracy ability test between teachers who were certified educators and those who were not certified, where teachers who did not have an educator certificate had a higher test average than those who already had an educator certificate.