ANALYSIS OF TEACHERS PERCEPTION OF STUDENTS NUMERACY LITERACY ABILITY IN SOLVING MATHEMATICS STORY PROBLEMS IN ELEMENTARY SCHOOL Luthfiah Aulia Nurul Akmal (a), Bramianto Setiawan (b), Tia Citra Bayuni (c*), Alfi Zahra Fahira (d), Eka Fahmiyanti (e), Nuke Rosiana Dewi (f), Tiara Dwi Cahyaning Wulandari (g)
Primary Teacher Education Study Program, Pelita Bangsa University, Bekasi, Indonesia
Abstract
This study aims to analyze teachers perceptions of students numeracy literacy skills in solving mathematical story problems in elementary school. The focus includes five aspects such as understanding problem context, identifying important information and mathematical concepts, selecting appropriate solution strategies, performing accurate calculations, and interpreting and communicating results. This research uses a descriptive quantitative approach with a survey method. Data were collected through a closed questionnaire using a 1-4 Likert scale and distributed online to 78 elementary school teachers in Bekasi Regency. The data were analyzed using descriptive statistics in the form of percentages. The results show that students ability to understand context reached 80.9% in the good category, identifying information reached 76.3% in the good category, selecting strategies reached 78% in the good category, performing calculations reached 79% in the good category, and interpreting results reached 82.3% in the very good category. In conclusion, teachers perceptions of students numeracy literacy skills are generally in good and very good categories. However, improvement is still needed in identifying information and selecting problem solving strategies to further optimize students numeracy literacy skills.
Keywords: Numeracy literacy, Teacher Perception, Mathematical Story Problems
Topic: Media literacy Ethics Sociology History (MESH) Learning
