Numeracy literacy skills of socio-cultural contexts on geometry in junior high schools

• Main Authors: Handayani, Pratiwi Nur, Sutama
• Format: Conference Proceeding
• Language: English
• Subjects: Data analysis; Data collection; Literacy; Numeracy; Qualitative reasoning; Questions; Reasoning; Skills; Students; Triangulation
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0182847

The purpose of this article is three. 1) Describe numeracy skills based on understanding. 2) Describe numeracy capabilities based on application. 3) Describe numeracy capabilities based on reasoning. Types of qualitative-phenomenological research. The research subjects of class VIII students are classified into three, high, medium, and low. Data collection techniques with interviews and documentation. The validity of the data uses triangulation of sources and methods. Inductive data analysis techniques. The process of data analysis with data reduction, data presentation, verification, and conclusion. Research results, 1) Numeracy ability is quite good based on understanding. Students have been able to understand and identify socio-cultural problems well, even though the answers are not quite right. That’s because students are not careful in reading the questions. 2) Numeracy ability is classified as lacking based on application. Students struggle with calculating and interpreting the context of the problem. Students are also still less sensitive to the surrounding culture, so they only guess according to their instinct estimates. 3) Numeracy ability is classified as very lacking based on reasoning. The students don’t understand the questions in solving non-routine problems. That is why the questions make them difficult in choosing a settlement strategy. Teachers are expected to be able to provide a more complex and varied presentation of problems so that students’ numeracy literacy skill increases, especially in geometry content.