Pelatihan Pengembangan Instrumen Penilaian Numerasi untuk Peningkatan Kompetensi Guru Matematika SMP

Asesmen Kompetensi Minimum (AKM) or Minimum Competency Assessment has different objectives and formats compared to Ujian Nasional (National Exam), therefore teachers need to upgrade their knowledge of assessment instruments that measure students’ numeracy skills. This training aims to develop teachers' professionalism and competence in developing numeracy assessment instruments. The training was carried out online through a Zoom Meeting with participants of 29 junior high school mathematics teachers in Bogor Regency, West Java. The training was delivered in 2 sessions by 2 mathematics education lecturers from Universitas Negeri Jakarta. The first session with topics of AKM discussed the material domain, cognitive level, and the form of the questions on the AKM questions. The second session was with topics of numeracy skills discussed the benefits and the definition of numeracy skills. At the end of the training, participants were assigned to make a numeracy assessment instrument within 1 week. Participants and presenters join WhatsApp groups as a forum for discussion in the process of doing assignments. This training activity produces an output in the form of a numeracy assessment instrument that is developed based on the AKM question format. Participants are motivated and have ideas to develop numeracy assessment instruments.

PENINGKATAN KETERAMPILAN BERHITUNG SISWA MELALUI PENERAPAN MEDIA BRAILLE BAPER DI SLB CURUP

Getting proper education is the right of every citizen, both normal students and students with special needs (disabilities). In this case, the tools and learning media needed are very important to support teaching and learning activities. However, there are more learning tools and media available for normal students than students with special needs. The results of the observations that the author saw in SLB Rejang Lebong were still lacking in learning tools in special schools, especially learning tools for counting, especially blind children. Thus encouraging the author to be able to create a learning aid, especially in numeracy skills for children with disabilities, especially blind children in SLB Rejang Lebong Bengkulu. Starting from the problem above, the writer tries to deal with this problem by creating learning media, especially for blind children, namely "Braile Baper" which is simultaneously used as a research on the principle of usefulness of the tool in SLB Rejang Lebong which is a tool used. to practice multiplication counting skills in a simple and fast and not boring way so that it is expected to be useful to help improve understanding of blind children in learning media for numeracy skills in mathematics, especially in arithmetic operations material. The results of the application of the Braille Baper learning media that the student activities observed during the learning process were good, seen in the student activity observation sheets as well as interviews with students applying the Braille Baper learning media were responded positively and effectively applied in learning, especially for blind children.

Relationships between young children’s early numeracy skills and the home learning environment in South Africa

A child’s home environment has been shown to be related to the development of earlynumeracy skills in some countries. However, significant relationships between home learningenvironment and math achievement have not consistently been found, and likely vary acrossdifferent cultural and socio-political contexts. Here we explored the home environment andearly numeracy skills of 187 children (3-5 years), who were not attending preschoolprogrammes in very low-income settings in Cape Town, South Africa. Caregiverscompleted a questionnaire including information regarding experiences of children in thehome; children completed a number identification task, a counting task and the Give-N task. The amount of resources in the home learning environment, frequency of home learning activities caregivers did with their children, and caregiver levels of education and income were not associated with number knowledge. While the home learning environment has been shown to be important for developing early numeracy skills in previous research, this study suggests that factors other than the home learning environment may also be important targets to foster numeracy skills and school readiness in low-income settings in South Africa.

The effect of mathematics self-efficacy on numeracy skills of prospective elementary school teachers

Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accreditation of B for the bachelor’s programme of elementary school teacher education. Furthermore, the samples were selected using proportional cluster random sampling, resulting in 293 prospective teachers or college students from the bachelor’s programme of elementary school teacher education. Apart from that, the research instruments consisted of a numeration test and a self-efficacy questionnaire developed in a standardised manner. In addition, the applied analysis was a simple linear regression test with r-product moment. The results showed that (1) there was a positive relationship between self-efficacy and numeracy skills of prospective elementary school teachers and (2) the effect of self-efficacy on numeracy was 20.1%. This indicated that 20.1% of the contribution to numeration skills of prospective elementary school teachers is influenced by self-efficacy, while the remaining 79.9% is influenced by other factors not examined in this study. This study provides information on the characteristics and patterns of the relationship between self-efficacy and numeracy skills of elementary school teachers. Keywords: Self-efficacy, numeracy skills, prospective elementary school.

PENGGUNAAN METODE CHISANBOP UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN PAKUJAYA 02 TANGERANG

The aims of this study were 1) to increase students' motivation and numeracy skills, 2) to improve students' mathematics learning outcomes through the chisanbop method. This type of research is Classroom Action Research (CAR). The subjects of this study were fourth grade students of SD Negeri Paku Jaya 2, Tangerang, Banten. The object of this research is the implementation process of learning to count using the chisanbop method. This Classroom Action Research was carried out in 3 cycles. The research data was collected by using the methods of tests, observations, interviews, questionnaires and documentation. The implementation of numeracy learning using the chisanbop method which can increase students' motivation, activity and numeracy skills is carried out by the teacher demonstrating how to count with the chisanbop equipped with the use of chisanbop teaching aids. Students observe and demonstrate what is demonstrated and exemplified by the teacher. The results of this study are 1) increasing students' motivation and activity can be seen when learning mathematics. In the first cycle, 77%, the second cycle increased to 78.3% and the third cycle to 89.58%. 2) the increase in students' mathematics learning ability can be seen in the first cycle, with an average of 56.30 increasing in the second cycle to 72.29 and the third cycle, 82.63. The percentage increase in learning outcomes in cycle II was 28.4% from cycle I, and in cycle III increased by 46.76% from cycle I, increased by 14.30% from cycle II. Based on the results of these studies, it can be concluded that to determine the increase in numeracy skills and increase motivation to learn mathematics in fourth grade students of SD Negeri Paku Jaya 2, Tangerang, Banten, through the Chisanbop method. ABSTRAKTujuan dari penelitian ini adalah 1) meningkatkan motivasi, dan keterampilan berhitung siswa, 2) meningkatkan hasil pembelajaran matematika siswa melalui metode chisanbop. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek dari penelitian ini adalah siswa kelas IV SD Negeri Paku Jaya 2, Tangerang, Banten. Objek dari penelitian ini adalah proses pelaksanaan pembelajara berhitung menggunakan metode chisanbop. Penelitian Tindakan Kelas ini dilaksanakan dalam 3 siklus. Pengumpulan data penelitian dilakukan dengan metode tes, observasi, wawancara, angket dan dokumentasi. Pelaksanaan pembelajaran berhitung dengan menggunakan metode chisanbop yang dapat meningkatkan motivasi, aktivitas dan kemampuan berhitung siswa dilaksanakan dengan cara guru mendemonstrasikan cara berhitung dengan chisanbop dilengkapi dengan penggunaan media alat peraga chisanbop. Siswa mencermati dan memperagakan apa yang diperagakan dan dicontohkan oleh guru. Hasil dari penelitian ini adalah 1) meningkatkan motivasi dan aktivitas siswa dapat dilihat pada saat pembelajaran matematika. Pada siklus I, 77%, siklus II meningkat menjadi 81% dan siklus III menjadi 89,58%. 2) peningkatan kemampuan belajar matematika siswa dapat dilihat pada siklus I, dengan rata-rata 56,30 meningkat pada siklus II menjadi 72,29 dan siklus III, 82,63. Persentase peningkatan hasil belajar pada siklus II sebesar 28,4% dari siklus I, dan pada siklus III meningkat sebesar 46,76% dari siklus I, meningkat sebesar 14,30% dari siklus II. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa untuk mengetahui peningkatan kemampuan berhitung dan peningkatan motivasi belajar matematika siswa kelas IV SD Negeri Paku Jaya 2, Tangerang, Banten, melalui metode Chisanbop.

Analisis Keterampilan Membaca Permulaan dan Berhitung pada Siswa Sekolah Dasar

This study aims to determine how the reading and numeracy skills possessed by elementary school students in grade 1 SD Kendalagung, RembangThe research approach used in this study is a qualitative approach (Qualitative Research). This research was conducted at SD Kendalagung, Rembang. The research informants were 6 grade 1 students at SD Kendalagung. Methods of data collection in this study using interviews, documentation, and field notes. The data analysis technique used is qualitative data which consists of data reduction, data presentation, and drawing conclusions.The results showed that the initial reading skills possessed by grade 1 students at SD Kendalagung were students able to voice pronunciation, students were able to understand the letters of the alphabet, students were able to read using appropriate intonation and fluency, students were able to read syllables, and students were able to understand word stops. . While the numeracy skills possessed by grade 1 SD Kendalagung students are students able to recognize numbers, students are able to sort numbers, students are able to count objects around, students are able to operate numbers (addition, subtraction, multiplication and division), and students are able to implement mathematical concepts in life daily.

Kemampuan Berhitung Pada Anak Usia 5—6 Tahun

<p><strong>Abstract:</strong> The development of early childhood can be various in terms of abilities, talents, personality, creativity, physical, and psychological. The numeracy skills by children age 5—6 years is mentioning number 1—10, counting with symbol of numbers, matching numbers with symbol of numbers, recognizing the symbol of letters and consonant, sorting symbol of numbers. The purpose of this study was to describe the numeracy ability of children aged 5—6 years. This study used qualitative research method. The result showed that children’s numeracy skills were influenced by internal and external factors and the learning strategies used.</p><strong>Abstrak:</strong> Perkembangan anak usia dini berbeda-beda dari segi kemampuan, bakat minat, kepribadian, kreativitas, baik perkembangan fisik maupun psikis. Kemampuan berhitung yang dimiliki anak usia 5—6 tahun yaitu menyebutkan bilangan dari angka 1—10, menghitung dengan lambang bilangan, mencocokan benda dengan angka, mengenal bentuk huruf dan konsonan, mengurutkan lambang bilangan. Tujuan penelitian ini mendeskripsikan kemampuan berhitung pada anak usia 5—6 tahun. Metode yang digunakan dalam penelitian ini menggunakan penelitian kualitatif. Hasil penelitian menunjukkan bahwa kemampuan berhitung anak dipengaruhi oleh faktor internal dan eksternal serta strategi pembelajaran yang digunakan.

EFs and Motivation Uniquely Predict Children's Academic Development in CIV

The role of executive function skills and motivation in supporting children’s academic achievement is well-documented, but the vast majority of evidence is from high-income countries. Classrooms in low- and middle-income countries tend to be large, teacher-driven, and lecture-focused, which may provide extra challenges for children to stay engaged in the learning process. Based in self-regulated learning theory, we tested the contributions of executive functions and motivation for children’s literacy and numeracy skills over one school year. Our preregistered study of 2,500 primary school students in Cote d’Ivoire used cross-lagged models with a robust set of demographic covariates. Executive functions were directly assessed and children reported on their levels of motivation for schooling. Findings indicated unique effects of executive functions and motivation for changes in children’s literacy and numeracy skills over the school year. Overall, these results provide evidence for the importance of non-academic skills for children’s learning in a low- and middle-income context. Implications include improving the quality of primary school experiences to promote opportunities to practice self-regulation skills and increase motivation for learning.