Understanding and Implementation of Numerical Literacy in Teachers of Madrasah Tsanawiyah in Pemalang Regency, Indonesia

Abstract

The performance of mathematics teachers in literacy during teaching correlates with the increase in students’ critical thinking skills. However, numerical literacy in the learning process is still rarely done. The purpose of this study was to analyse the numerical literacy of mathematics teachers at Madrasah Tsanawiyah (MTs) as basic data to develop a numerical literacy-based learning framework. This research is a case study research. The sample in this study was 50 mathematics teachers from MTs schools in Pemalang Regency, Indonesia. Data was collected by using a self-assessment questionnaire through an online survey platform to measure the understanding, implementation, evaluation, number of references, involvement in school literacy boards and school policies. Numerical literacy comprehension was only observed in 56% of the respondents. The results of this study show that teachers tend to use conventional learning because it is more accessible, time-saving and easy to do. The lack of experience, support capacity and poor habit of using numeric literacy in schools make it challenging to apply it in learning. Recommendations on the need for literacy implementation training, providing appropriate references, developing school literacy boards and preparing numerical literacy-based education are provided.