Numeracy Culture among Primary School Pupil (original) (raw)
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Universal Journal of Educational Research, 2020
Mathematics becomes an important subject in elementary school. Numbers are one part of school mathematics. Learning that links between concepts and what is close to students' minds makes it easy for students in the process of reaching concepts. This is CM based on local culture. This research used a 2x2 factorial design. The population is all elementary school students from the "Integrated Islamic Foundation" in Bengkulu City. Samples were taken by using an intact group technique. The total sample is 60 students. With the local culture-based CM learning for experimental class and conventional learning for control class, the research instrument is a test of the ability to understand the concept of numbers. It is a valid and reliable instrument. The data was analyzed using the ANCOVA statistical test. The results of this study are Fo (A) = 9.7289 with, df = (1, 57) and p-value = 0.090 <0.05, which means Ho is rejected. It is showed that there is a linear effect of the covariate (initial ability) to understand the concept between the students who follow the learning by using CM with a local cultural approach. Fo (B) = 4.8096, df (1, 57) and p-value = 0.016 <0.05. In this case, Ho was also rejected. Thus, it can be inferred that there is the influence of CM learning with a local cultural approach on the ability to understand number concepts. It can be concluded that the average score and comprehension of the number concept for students who were taught by using CM learning was higher than the students who were taught with conventional learning models. Finally, the mean score for students' ability to understand the number concepts among the students who were given local culture-based materials was higher than the students who were given the materials which are not based on local culture.
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Communications on Applied Electronics, 2016
This study discusses the understanding level of numeracy based on the Model of Understanding Numeracy Level. Four stages in the model are decoding , meaning-making, applications and analysis. The study employed a qualitative descriptive research. A total sample of 200 Primary Four, Year 5 pupils (9-10-year-old) from 20 Malaysian primary schools at the District of Kota Bharu, Kelantan was randomly selected for this study. The numeracy levels were identified by mathematics teachers' classroom observation assessment and researchers' observation through clinical interview. The findings showed that majority of the pupils (70 pupils) were at the application level identified by mathematics teachers' classroom observation assessment. However, majority of the pupils were at decoding (70 pupils) and analysis (65 pupils) levels identified by researchers' observation through clinical interview conducted after the numeracy module was introduced to the pupils. Some excellence pupils were able to achieve the level of application and analysis. The findings also revealed that more pupils can reach the analysis level for Addition topic as compared to Division, Multiplication and Subtraction topics. This study contributes to the knowledge development and practice of teaching and learning, namely in numeracy understanding. The numeracy understanding model can elicit ideas to solve the real-life problems hence pupils will be confident and creative in solving mathematical problems.