Numeration Problems in Elementary School Mathematics Learning in Semarang from the Teacher’s Perspective
DOI:
https://doi.org/10.47750/pegegog.13.04.08Keywords:
numeracy, mathematics learning, elementary school class teachers, numeracy learningAbstract
Learning is a series of activities arranged by the teacher that involves both mental and physical processes through the interaction of students and teachers with the learning environment and learning resources as well as between students and students to achieve the specified competencies. One of them is numeracy learning in mathematics learning, which cannot be separated from the attention of educational researchers, practitioners, and experts. Numeration is a person's ability to reason, analyze, formulate, interpret, and solve problems. Ability in numeracy becomes very important for elementary school students to have. This study will look at problems related to numeracy in elementary school mathematics learning in Semarang district and Semarang city. In this qualitative-descriptive study, the research subjects were selected purposively, consisting of elementary school class teachers in Semarang. The instrument in this study was questionnaires, observations, and interviews with elementary school class teachers. The study's results indicate that several aspects affect the implementation of numeracy in elementary school mathematics learning. Problems in learning mathematics related to numeracy include low teacher competence, lack of infrastructure that supports numeracy, incomplete teaching resources, and parental support in learning numeracy in elementary school mathematics learning.
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