KESIAPAN GURU MATEMATIKA SEKOLAH MENENGAH DALAM MENGAJARKAN LITERASI DAN NUMERASI MELALUI KURIKULUM MERDEKA

Authors

  • Nurcholif Diah Sri Lestari Universitas Jember
  • Didik Sugeng Pambudi Universitas Jember
  • Dian Kurniati Universitas Jember
  • Abdillah Putra Maulana Universitas Jember
  • Wasilatul Murtafiah Universita PGRI Madiun
  • Suwarno Suwarno Universitas Islam Jember Kiai Achmad Siddiq Jember

DOI:

https://doi.org/10.24127/ajpm.v12i2.6674

Keywords:

literasi dan numerasi, survei, kesiapan

Abstract

Literasi dan Numerasi merupakan kompetensi yang perlu dikuasai dan diajarkan di sekolah. Namun, guru belum pernah mempelajari bagaimana cara mengajarkannya. Penelitian ini bertujuan untuk mendeskripsikan kesiapan guru matematika sekolah menengah dalam mengajarkan literasi dan numerasi. Data diperoleh melalui metode survei dengan desain cross-sectional pada awal implementasi kurikulum merdeka di Indonesia. Responden adalah 47 guru matematika yang merespon survei, yaitu 52,2% guru di sekolah menengah atas atau sederajat dan 47,8% guru di tingkat sekolah menengah pertama atau sederajat. Hasil penelitian menunjukkan bahwa: 1) sebanyak 51,1% responden dikategorikan siap untuk mengajarkan literasi dan numerasi, 2) sebanyak 19,2% guru menyatakan siap dan telah mengajarkan literasi numerasi tetapi memilih metode pengajaran yang kurang tepat, 3) sebanyak 6,3% guru menyatakan siap mengajarkan literasi numerasi namun belum mempunyai pengalaman dalam mengajarkan literasi numerasi ataupun pemecahan masalah, 4) sebanyak 23,4% guru mempunyai pengalaman mengajar literasi numerasi melalui pemecahan masalah tetapi menyatakan tidak siap mengajarkan literasi numerasi. Temuan penelitian ini adalah hampir separuh jumlah guru masih belum siap mengajarkan literasi dan numerasi karena kurangnya keyakinan untuk mengajarkannya ataupun kurangnya pemahaman terhadap literasi dan numerasi. Oleh karena itu, peneliti merekomendasikan dilaksanakannya sosialisasi atau pelatihan pengajaran literasi dan numerasi melalui media online sebagai sumber informasi yang paling diminati responden

 

References

Alamsyah, M., Ahmad, S., & Harris, H. (2020). Pengaruh Kualifikasi Akademik dan Pengalaman Mengajar terhadap Profesionalisme Guru. Journal of Education Research, 1(3), 1830187. https://doi.org/10.37985/joe.v1i3.19

Bansilal, S., Webb, L., & James, A. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35(1). https://doi.org/10.15700/201503062356

Beeli-Zimmermann, S. (2015). From teaching literacy to teaching numeracy: How numeracy teachers’ previous experiences shape their teaching beliefs. Literacy and Numeracy Studies, 23(1), 20–49. https://doi.org/10.5130/lns.v23i1.4423

Beswick, K. (2008). Influencing teachers’ beliefs about teaching mathematics for numeracy to students with mathematics learning difficulties. Mathematics Teacher Education and Development, 9(2000), 3–20. http://ecite.utas.edu.au/55228/1/MTED_9_Beswick.pdf

Campbell, L., Gray, S., MacIntyre, T., & Stone, K. (2020). Literacy, numeracy and health and wellbeing across learning: Investigating student teachers’ confidence. International Journal of Educational Research, 100(April 2019), 1–12. https://doi.org/10.1016/j.ijer.2020.101532

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. In Pearson (4th ed.)

El Islami, R. A. Z., Anantanukulwong, R., & Faikhamta, C. (2022). Trends of Teacher Professional Development Strategies: A Systematic Review. Shanlax International Journal of Education, 10(2), 1–8. https://doi.org/10.34293/education.v10i2.4628

Hadi, F. R., & Kurniawati, R. P. (2022). Analisis Kemampuan TPACK Mahasiswa Calon Guru Pada Mata Kuliah Pembelajaran Matematika SD. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(1), 734. https://doi.org/10.24127/ajpm.v11i1.4320

Lestari, N. D.S. (2020). Profil Pedagogical Content Knowledge Mahasiswa Pendidikan Matematika dalam Mengajarkan Literasi Matematis Ditinjau Berdasarkan Perbedaan Gender [Universitas Negeri Surabaya]. Disertasi doktoral. https://digilib.unesa.ac.id/detail/eyJpdiI6IkUwXC9LajhKNkdCdldyZXNNYmo3b2lBPT0iLCJ2YWx1ZSI6ImkxTjlxS2RcLzlwU2JkZnBLdVByb1kzZm04bndINUt5WW9HRUlZSmFrM29JaGR0MHg4RTZheXR3K29iVEdUbFRJIiwibWFjIjoiODljZWNiODRiYmFhODk2MDU1ODc1YTZlZDY1ZWQ0YWVlNzFjYWU2ZTY3MDk0NzE0

Lestari, N. D. S., Pambudi, D. S., Kurniati, D., Afifah, A. H., & Putri, M. A. K. (2022). Questionnaire Designing: A Survey for Mathematics’ Teacher Preparation in Teaching Literacy and Numeracy. Presented in the 1st International Conference on Mathematics and Science Education (Telah dipresentasikan pada tanggal 26 November 2022).

Lestari, N. D. S., Juniati, D., & Suwarsono, S. (2018). Exploring the Knowledge of Content and Teaching (KCT) of prospective math teacher in planning mathematical literacy teaching. Journal of Physics: Conference Series, 1097(1), 0–9. https://doi.org/10.1088/1742-6596/1097/1/012150

Lestari, Nurcholif Diah Sri, Juniati, D., & St. Suwarsono. (2019). The role of prospective mathematics teachers’ knowledge of content and students in integrating mathematical literacy. New Educational Review, 57, 151–160. https://doi.org/10.15804/tner.2019.57.3.12

Louden, William; Rohl. M; Gore, J; McIntosh, A; Greaves, D; Wright, R; Siemon, D; House, H. (2005). Prepared to Teach An Investigation into the preparation of teachers to teach literacy and numeracy (Issue 2005).

Milton, M., Rohl, M., & House, H. (2007). Secondary Beginning Teacher’s Preparedness to Teach Literacy and Numeracy: A Survey. Australian Journal of Teacher Education, 32(2). https://doi.org/10.14221/ajte.2007v32n2.4.

Muhtarom, Juniati, D., & Siswono, T. Y. E. (2017). Exploring beliefs in a problem-solving process of prospective teachers’ with high mathematical ability. Global Journal of Engineering Education, 19(2), 130–136

Murtiyasa, B., & Atikah, M. D. (2021). Kemampuan TPACK Mahasiswa Calon Guru Matematika Pada Mata Kuliah Praktikum Pembuatan Alat Peraga Matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2577. https://doi.org/10.24127/ajpm.v10i4.4351

Murtafiah, W., Lukitasari, M., & Lestari, N. D. S. (2021). Exploring the Decision-Making Process of Pre-Service Teachers in Solving Mathematics Literacy Problems. Jurnal Pendidikan Matematika, 15(2), 145–160. https://doi.org/10.22342/jpm.15.2.13908.145-160

Murtafiah, W., Lukitasari, M., & N. D. S, Lestari. (2022). Towards a good problem solver through decision making model of teaching: A needs analysis ARTICLES YOU MAY BE INTERESTED IN. 2479, 20022. https://doi.org/10.1063/5.0099606

Nugraha, M. A., & Maulida, I. (2021). English Teacher Professional Development To Education 4 . 0 During the Covid-19 Pandemic. 9(2), 445–452.

Okogbaa, V. (2017). Preparing the teacher to meet the challenges of a changing world. Journal of Education and Practice, 8(5), 81–86.

Omar, R., Studies, L., Mara, U. T., Besi, B., & Terengganu, K. (2017). The Impact of Professional Development Activities on Teachers Perceived Competency in Teaching English. 7(2), 75–78.

Pratama, L. D., & Lestari, W. (2020). Pengaruh Pelatihan Terhadap Kompetensi Pedagogik Guru Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(1), 278–285. https://doi.org/10.31004/cendekia.v4i1.207

Rakhmawati, Y., & Mustadi, A. (2022). The circumstances of literacy numeracy skill: Between notion and fact from elementary school students. Jurnal Prima Edukasia, 10(1), 9–18. https://doi.org/10.21831/jpe.v10i1.36427

Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 pandemic. Annotated resources for online learning. OECD, 1–38. https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf

Rezky, M., Hidayanto, E., & Parta, I. N. (2022). Kemampuan Literasi Numerasi Siswa Dalam Menyelesaikan Soal Konteks Sosial Budaya Pada Topik Geometri Jenjang Smp. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(2), 1548. https://doi.org/10.24127/ajpm.v11i2.4879.

Shabir U, M. (2015). Kedudukan Guru Sebagai Pendidik (Tugas dan Tanggung Jawab, Hak dan Kewajiban, dan Kompetensi Guru). AULADUNA, 2(2), 221–232.

Downloads

Published

21-06-2023

Issue

Vol. 12 No. 2 (2023)

Section

Articles

License

Authors who publish with AKSIOMA: Jurnal Program Studi Pendidikan Matematika agree to the following terms:

Creative Commons License
Creative Commons License
AKSIOMA: Jurnal Program Studi Pendidikan Matematika is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. AKSIOMA offers all authors of journal articles allows their research openly available, free access and time restrictions.

All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in AKSIOMA in whole or in part provided that the original work is properly cited. Users (redistributors) of AKSIOMA are required to cite the original source, including the author's names, AKSIOMA as the initial source of publication, year of publication, volume number and DOI (if available).