Numeracy最新文献

{"title":"DESKRIPSI KEMAMPUAN LITERASI MATEMATIKA MAHASISWA PGMI","authors":"Febry Rizki Susanti Kalaka, Miftha Huljannah, Aljunaid Bakari","doi":"10.46244/numeracy.v11i1.2642","DOIUrl":"https://doi.org/10.46244/numeracy.v11i1.2642","url":null,"abstract":"Mathematical literacy skills involve an individual's ability to use mathematical concepts, procedures and facts to understand, interpret, analyze and apply mathematical thinking in various daily life situations. This research aims to describe the mathematical literacy abilities of students in the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) FITK IAIN Sultan Amai Gorontalo. The research method used was descriptive qualitative, involving tests and interviews with three sixth semester students who represented different levels of mathematical literacy ability: high, medium and low. The results showed significant variations in mathematical literacy abilities between the three students. Students with high ability show good performance in understanding, formulating, and solving mathematical problems, while students with moderate ability lack in implementing the solution plan and conclusions drawn, and students with low ability experience difficulties in almost all aspects of mathematical literacy.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"150 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PEMBELAJARAN BERDEFERENSIASI BERBASIS PROBLEM POSING : SEBUAH KAJIAN KEMAMPUAN PENALARAN MATEMATIS","authors":"Siti Zaenab, Slamet Asari, Syaiful Huda","doi":"10.46244/numeracy.v10i2.2402","DOIUrl":"https://doi.org/10.46244/numeracy.v10i2.2402","url":null,"abstract":"Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian.  Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation.  As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. Howev","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"139 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PEMBELAJARAN BERDEFERENSIASI BERBASIS PROBLEM POSING : SEBUAH KAJIAN KEMAMPUAN PENALARAN MATEMATIS","authors":"Siti Zaenab, Slamet Asari, Syaiful Huda","doi":"10.46244/numeracy.v10i2.2402","DOIUrl":"https://doi.org/10.46244/numeracy.v10i2.2402","url":null,"abstract":"Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian.  Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation.  As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. Howev","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"28 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Considering What Counts: Measuring Poverty","authors":"Joel Best","doi":"10.5038/1936-4660.17.1.1453","DOIUrl":"https://doi.org/10.5038/1936-4660.17.1.1453","url":null,"abstract":"Debates over the appropriate way to measure poverty illustrate the way facts are produced through social processes.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"67 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Numeracy Tasks: Inspiring Transfer Between Concrete and Abstract Thinking Spaces","authors":"Taras Gula, Miroslav Lovric","doi":"10.5038/1936-4660.17.1.1447","DOIUrl":"https://doi.org/10.5038/1936-4660.17.1.1447","url":null,"abstract":"In our paper we build a case for conceptualizing numeracy tasks as distinct from mathematical tasks (or at least as a special type of mathematical task), and for abstraction and interpretation as a set of key activities necessary for designating a numeracy task as being high-quality. We start with an attempt to tame the fuzziness of numeracy and its family members (including quantitative reasoning, quantitative literacy, mathematical literacy, and the word problem cousins) by outlining six areas of consensus gleaned from literature. These provide the foundation for a core mandate of numeracy. We then build our case for the distinctness of mathematical and numeracy tasks by focusing our attention on what they are about. Finally, we describe a numeracy thinking process with abstraction and interpretation as key elements that can serve as a foundation for describing characteristics of high-quality numeracy tasks. We use numeracy here as an umbrella term for the wider set of family members even though there is no consensus as to its primacy.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"125 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The International Crisis in Numeracy Education","authors":"Nathan D. Grawe","doi":"10.5038/1936-4660.17.1.1460","DOIUrl":"https://doi.org/10.5038/1936-4660.17.1.1460","url":null,"abstract":"The OECD recently released results from the 2022 administration of the Programme for International Student Assessment test. As other studies suggest, pandemic mitigation policies resulted in deep learning loss including in basic mathematics which forms the foundation of numeracy. Perhaps of greater concern, however, in many countries pandemic effects amplify declining performance that dates back a decade or more. Losses of two or more years' worth of mathematics education are not uncommon among developed countries. The editorial makes an urgent call for research that identifies practical steps to reverse these trends.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"110 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infusing Quantitative Reasoning Skills into a Differential Equation Class in an Urban Public Community College","authors":"Tanvir Prince","doi":"10.5038/1936-4660.17.1.1445","DOIUrl":"https://doi.org/10.5038/1936-4660.17.1.1445","url":null,"abstract":"This research centers on implementing Quantitative Reasoning (QR) within a differential equations course at an urban public community college. As a participant in the Numeracy Infusion for College Educators (NICE) faculty development program, I sought to integrate QR skills into my curriculum. Students in the course were introduced to QR goals using real-world data sets, particularly those related to population growth, which aim to enhance their understanding, sharpen their problem-solving abilities, and cultivate a positive perspective on the real-world relevance of mathematics. Preliminary findings indicate varied levels of QR skill development among students. These results underscore the potential benefits of infusing QR into mathematics courses and provide insights for educators looking to adopt similar strategies in their teaching.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"48 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HASIL BELAJAR MATEMATIKA MELALUI IMPLEMENTASI PEMBELAJARAN SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS BERBASIS PROJECT BASED LEARNING","authors":"Cicik Pramesti, Eva Putri Rahayu, Suryanti Suryanti, Riki Suliana R S, Ayu Silvi Lisvian Sari","doi":"10.46244/numeracy.v10i2.1903","DOIUrl":"https://doi.org/10.46244/numeracy.v10i2.1903","url":null,"abstract":"Pendidikan di Indonesia mengalami suatu keadaan yang disebut learning loos selama kurang lebih dua tahun dikarenakan wabah covid-19. Kondisi tersebut menyebabkan beberapa masalah pembelajaran, khususnya siswa kelas VII-F SMPN 2 Srengat yang mengalami masalah pada pemahaman konsep, minat belajar, dan ketelitian dalam perhitungan. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dilihat dari pemahaman konsep, minat belajar, dan ketelitian dalam perhitungan matematika melalui implementasi pembelajaran Science Technology Engineering Mathematics berbasis Project Based Learning. Penelitian ini merupakan penelitian tindakan kelas dengan menggunakan design Kemmis dan Taggart yang dimodifikasi. Instrumen penelitian yang digunakan berupa lembar observasi pelaksanaan pembelajaran (guru dan siswa), lembar kerja proyek, dan tes. Hasil penelitian menunjukkan bahwa implementasi STEM PjBL dapat meningkatkan hasil belajar siswa berdasarkan indikator pemahaman konsep, minat belajar, dan ketelitian perhitungan. Peningkatan hasil belajar terlihat dari nilai rata-rata yang meningkat dari 69,84 menjadi 79,84 dan ketuntasan klasikal yang meningkat dari 70,97% menjadi 93,55%. Hal ini diperkuat dengan prosentase rata-rata hasil observasi aktivitas guru/peneliti dan siswa masing-masing sebesar 80% dengan kategori baik dan 87,5% dengan kategori sangat baik, serta prosentase rata-rata hasil kerja proyek sebesar 89,6% dengan kategori baik.AbstractEducation in Indonesia has experienced a situation called learning loss for approximately two years due to the Covid-19 outbreak. This condition causes several learning problems, especially class VII-F students at SMPN 2 Srengat who experience problems understanding concepts, interest in learning, and accuracy in calculations. This research aims to improve student learning outcomes in terms of conceptual understanding, interest in learning, and accuracy in mathematical calculations through the implementation of Science Technology Engineering Mathematics learning based on Project Based Learning. This research is classroom action research using a modified Kemmis and Taggart design. The research instruments used were learning implementation observation sheets (teachers and students), project worksheets, and tests. The research results show that the implementation of STEM PjBL can improve student learning outcomes based on indicators of conceptual understanding, interest in learning, and accuracy of calculations. The increase in learning outcomes can be seen from the average score which increased from 69.84 to 79.84 and classical completeness which increased from 70.97% to 93.55%. This is reinforced by the average percentage of observation results of teacher/researcher and student activities of 80% respectively in the good category and 87.5% in the very good category, as well as the average percentage of project work results of 89.6% in the category Good.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140514043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructional Decision Making in a Gateway Quantitative Reasoning Course","authors":"Deependra Budhathoki, Gregory D. Foley, Stephen Shadik","doi":"10.5038/1936-4660.17.1.1451","DOIUrl":"https://doi.org/10.5038/1936-4660.17.1.1451","url":null,"abstract":"Many educators and professional organizations recommend Quantitative Reasoning as the best entry-level postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor’s motives and actions and the students’ responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students’ written reflections. Because this was a new course—and to adapt to student needs—the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors’ practices.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"18 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID Learning Loss: A Call to Action","authors":"Nathan D Grawe","doi":"10.5038/1936-4660.16.2.1450","DOIUrl":"https://doi.org/10.5038/1936-4660.16.2.1450","url":null,"abstract":"The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135762100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}