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Background: Locomotor movement is crucial for elementary school students as it enhances their physical development, motor skills, and overall engagement in physical activities. However, the development of locomotor movements among elementary schools has not been associated with literacy and numeracy, so it is necessary to have a traditional game media that contains elements of literacy and numeracy to improve locomotor movements in elementary school students. Objective: This study aims to create a product in the form of a literacy and numeracy-based “engklek” game to improve locomotor movements of elementary school students. Methods: This study uses the research and development (R&D) method using the ADDIE model, which consists of 5 stages: analyze, design, develop, implement, and evaluate. The subjects of this study were upper-grade students of State Elementary School 3 Watudandang, namely classes IV and V (22 students). Result: The results of this study are (1) the percentage of assessment results from material experts is 100% with a very effective category to be used in the application of traditional games “Engklek” based on numeracy literacy; (2) the percentage of media expert assessment results is 100% with a very feasible category to be applied to upper-grade students in improving locomotor movements; and (3) the percentage of assessment results from students is 85% with a very feasible category to be applied to upper-grade students in improving locomotor movements. Conclusion: In conclusion, the traditional game “Engklek” based on numeracy literacy is practical and feasible for physical education teachers to use in improving locomotor movements.

This study aims to analyze students' cognitive processes through minimum competency assessment questions. This study uses a qualitative research approach with a descriptive method to describe the mental process of students using minimum competency assessment questions that are carried out at the beginning of learning. The results showed that 13 out of 22 students could use previous knowledge and explain how they used it to understand the text, 21 could identify important and relevant ideas, and as many as 9 students were able to make realistic inferences and cite supporting evidence. Most students cannot yet think mathematically and can solve the given problems. This study also found that as many as 19 students were able to define all vocabulary and be able to explain it. Eighteen participants could not understand the multimodal text, and showed that 11 students were quite able to show how to understand the text even though it was incomplete. Teachers can use this data for initial data as a reference for implementing learning strategies for future teaching.

This research describes the numeracy literacy abilities of students from the Mathematics Department, Faculty of Mathematics and Natural Sciences, Gorontalo State University in solving problems in the MNA and Boundary Conditions courses. The results of the research show that the numeracy skills of students from the Mathematics Department at Gorontalo State University who program the MNA and Boundary Conditions courses in solving mathematical problems are sufficient in using various kinds of numbers or symbols to solve daily life problems and analyzing information displayed in various forms such as graphs., tables, charts, diagrams and so on. In general, the results of this analysis cannot be used by students to predict and make appropriate decisions. This is shown in the results that only 11.84% of students were able to use various kinds of numbers and symbols in the first question, 21.05% of students were able to analyze information displayed in various forms and only 9.21% had the ability to interpret all question analyzes to take the right decision. [ABSTRACT FROM AUTHOR]

This study explores a learning trajectory to teach three-dimensional positioning using augmented reality (AR) and assesses students' numeracy literacy skills after using AR-based learning. The research follows a three-stage design research approach: preparation, the design experiment (split into pilot and teaching phases), and retrospective analysis. The study incorporates three AR-based activities in a student worksheet. In the first activity, students observe the AR simulation of a futsal field to identify spatial elements. In the second, they interact with the AR to determine positions in three-dimensional space. In the third, students solve related spatial problems, applying their numeracy skills. The AR-based design aims to enhance students' understanding of three-dimensional positioning for Grade XII high school students and assess improvements in their numeracy literacy through these interactive, structured activities.

Numeracy literacy skills play a crucial role in the Independent Learning Curriculum. Currently, students' literacy skills are geared towards more independent learning. With these skills, students can solve problems accurately and develop critical thinking towards their challenges. This study aims to evaluate students' abilities in numeracy literacy in the era of more independent learning. This study focuses on eighth-grade students at SMP Muhammadiyah 1 Probolinggo, consisting of 28 students who have followed the Independent Curriculum. This study uses a qualitative descriptive method, collecting data through written tests with five questions encompassing various aspects of numeracy literacy skills. Indicators for numeracy literacy skills include (1) Using numbers and mathematical symbols to solve everyday problems; (2) Analyzing information in various forms (graphs, tables, etc.; and (3) Interpreting analysis results to predict, formulate, and make decisions. Data were analyzed by calculating the average percentage for each indicator of numeracy literacy skills. The analysis results show that the numeracy literacy skills of junior high school students in the era of independent learning are still at a low level.

The purpose of this study is to assess the numeracy literacy skills of Madrasah Ibtidaiyah fifth grade pupils and ascertain the challenges these kids face in this area. The study's descriptive methodology, which employed a qualitative approach, was applied to fifth-grade pupils at MI Al-Misbah Bandung City. Tests, interviews, and documentation served as the research's instruments. Techniques for data analysis, reduction, presentation, and conclusion are used in this study. According to the study's findings, class V pupils at MI Al-Misbah Al-Misbah in Bandung City scored an average of 54 on the numeracy literacy test. Ten of the 58 students who started the course finished it. The challenges that pupils face, both internal and external (internal and external), are described as supporting the deficiency in numeracy literacy skills. There are numerous additional reasons that contribute to a lack of numeracy literacy skills among students, therefore it is determined that class V MI students' numeracy literacy abilities are not the only reason why troublesome pupils struggle. Al-Misbah Al-Misbah from the purchase of Bandung City When considering the challenges that pupils face, the average score goes into the low range.

Background: The general issue in mathematics education is the suboptimal numeracy literacy skills of students, which adversely affects their learning outcomes. Improving these skills is essential for enhancing students' overall academic performance in mathematics. Purpose: This study aims to maximize students' numeracy literacy skills through the application of the Multi-Representation Discourse (DMR) learning model. The research seeks to evaluate the effectiveness of the DMR model in improving students' numeracy literacy compared to conventional teaching methods. Methods: The research methodology employs a quantitative approach using a quasi-experimental design. The instrument used in this study is a numeracy literacy skills test, with a sample consisting of two classes: an experimental group and a control group. Preliminary tests confirmed that the data met the criteria for normality and homogeneity, allowing hypothesis testing to be conducted using the t-test. Results: The research findings show that tcalculate>ttablet_{calculate} > t_{table}tcalculate>ttable or 3.03695 > 1.67792, leading to the rejection of H0H_0H0. This indicates that at a 5% significance level, the numeracy literacy skills of students using the cooperative learning model type Multi-Representation Discourse (DMR) are significantly better than those of students using conventional teaching methods. Conclusion: The study concludes that the application of the DMR learning model significantly enhances students' numeracy literacy skills compared to conventional teaching methods. These results suggest that implementing the DMR model in mathematics education can lead to better learning outcomes for students. [ABSTRACT FROM AUTHOR]

This research is motivated by technological advances that are developing more rapidly so that it can be used to improve students’ numeracy and digital literacy. This research aimed to analyse the impact of applying Ethnomathematics using the Trello application in increasing university students' numeracy literacy and digital literacy. This research used a survey method on 56 students. The research instruments used were a numeracy literacy test in the mathematics-chemistry one course, a digital literacy questionnaire, and an interview sheet. This research shows that implementing ethnomathematics utilising the application of Trello has several advantages, including increasing university students' numeracy and digital literacy.

21st-century learning is learning that prepares students to have the ability to think creatively, critically, and innovatively and master technology. This research aims to analyze and describe the development design, feasibility, and effectiveness of a project-based learning model based on ethno-steam (science, technology, engineering, mathematics, and art) to improve numeracy literacy skills. This research uses the RD method with ADDIE (Analyze, Design, Development, Implementation, Evaluation). This research was conducted in class VIII MTsN 3 Lima Puluh Kota in mathematics. PjBL, STEAM, and Material experts have validated this learning model. The results of the expert validation obtained an average value of 91% with a very feasible category. The N-Gain results to determine the effectiveness of the ethno-STEAM-based project-based learning model to improve numeracy literacy skills obtained a value of 0.69 in the medium category. The Ethno-STEAM-based project-based learning model is classified as adequate based on the N-Gain results. Developing an ethno-STEAM-based project learning model (Science, Technology, Engineering, Art, and Mathematics) is highly recommended to be applied in mathematics learning and implementing Kurikulum Merdeka. Abstrak Pembelajaran abad 21 merupakan pembelajaran yang mempersiapkan peserta didik memiliki kemampuan berpikir kreatif, kritis, inovatif serta menguasai teknologi. Tujuan penelitian ini untuk menganalisis dan mendeskripsikan desain pengembangan, menganalisis dan mendeskripsikan kelayakan serta menganalisis dan mendeskripsikan efektivitas pembelajaran project-based learning model based ethno-steam (sains teknologi teknik seni matematika) dalam meningkatkan kemampuan literasi numerasi. Penelitian ini menggunakan metode RD dengan ADDIE (Analyze, Design, Development, Implementation, Evaluation).Penelitian ini dilaksanakan di kelas VIII MTsN 3 Lima Puluh Kota pada mata pelajaran matematika. Model pembelajaran ini telah divalidasi oleh ahli PjBL, ahli STEAM dan ahli Materi. Hasil validasi ahli tersebut memperoleh nilai rata-rata sebesar 91% dengan kategori sangat layak. Hasil N-Gain untuk mengetahui keefektifan model project-based learning berbasis ethno-STEAM untuk meningkatkan kemampuan literasi numerasi memperoleh nilai sebesar 0,69 dengan kategori sedang. Berdasarkan hasil N-Gain penggunaan model project-based learning berbasis Ethno-STEAM tergolong efektif Pengembangan model pembelajaran proyek berbasis etno-STEAM (Science, Technology, Engineering, Art, and Mathematics) sangat dianjurkan untuk diterapkan dalam pembelajaran matematika, khususnya dalam menyambut kurikulum merdeka. Kata Kunci: Etno-STEAM; literasi numerasi; model pembelajaran berbasis proyek

Didactically oriented research that considers the relationship between teachers, students and materials was vital. This research aimed to obtain an overview of the didactical situation in the learning process of whole number concepts as a basis for designing appropriate learning designs based on local culture for junior high school students in North Central Timor. The research method followed the stages of Didactical Design Research (DDR). The research instruments were observation sheets, interview guidelines, and documentation. Data analysis included prospective analysis, observation data, and post-observation data. The results revealed that student preparedness for learning posed a barrier to the otherwise smooth operation of instructor, student, and material interactions. Learning the concept of mixed operations of whole numbers was successful in terms of learning objectives achieved and learning that took place according to plan. The research concluded that the existence of the Topaze Effect and the Aging of Teaching Situations when learning whole number operations in the classroom. Didactical situated research contributes to define the scope and substance of didactics, focusing on the shared values and knowledge that underpin effective numbers instruction. Keywords: Didactical Situation, Integers, Local Culture, Numeracy Literacy

The low level of numeracy literacy in Indonesia is due to the material tested on TIMSS and PISA, which consists of questions in real-life context problems. Students are not accustomed to solving real problems and cannot analyze information in various forms. The lack of engaging learning materials contributes to students' boredom and makes it difficult for them to tackle numeracy and literacy challenges. This study investigates how well students can read and compute after using the iSpring 11 learning resources. Twenty students from class VII at State Junior High School 46 Palembang were the research subjects. The research method used is design research with a development study, which at the prototype stage uses the Tessmer model. The focus of discussion in this research is the results of the field test stage, where data collection techniques include tests and interviews. Data analysis techniques include test data analysis and interview analysis. This research demonstrates that students' numeracy literacy skills are excellent, with an average score of 88 after learning using the iSpring 11 learning media.

Background: Understanding the relationship between students' thinking styles and their numeracy literacy, especially in solving Higher Order Thinking Skills (HOTS) questions, is essential in educational research. Aim: This study aims to explore how students' thinking styles influence their numeracy literacy in addressing HOTS-based questions. Method: A descriptive qualitative approach was employed in this research. The study involved eight students from Larangan 1 Public Middle School, selected through a thinking style questionnaire. Two students were chosen from each of the four identified thinking style categories. Data were collected using tests comprising two HOTS-based questions and interviews. Results: The findings indicate that students' numeracy literacy varies significantly according to their thinking styles when solving HOTS questions. Students identified as SK and SA exhibited higher numeracy literacy, effectively utilizing various symbols and numbers, analyzing tabular information, and interpreting these analyses to make decisions. In contrast, students labeled as RK were only able to fulfill two numeracy literacy indicators and struggled with information analysis. RA students faced challenges in correctly writing numbers or symbols, analyzing information, and articulating problem-solving processes and conclusions. The study also found that students who process information sequentially exhibited better numeracy literacy in solving HOTS-based questions. Conclusion: The study concludes that students' thinking styles play a crucial role in their numeracy literacy, particularly in solving HOTS-based mathematical problems. This insight underscores the importance of considering individual cognitive styles in educational strategies to enhance mathematical problem-solving skills.

Literasi numerasi merupakan salah satu keterampilan yang perlu dimiliki siswa agar dapat bersaing dengan negara lain, namun literasi numerasi siswa Indonesia masih sangat rendah. Tujuan penelitian ini untuk mengembangkan perangkat pembelajaran CBL dengan konteks makanan Khas Ternate yang memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan keterampilan literasi numerasi siswa. Perangkat yang dikembangkan adalah RPP dan LKPD. Model ADDIE (Analysis, Design, Development, Implementation, Evaluation) diterapkan dalam penelitian ini. Subyek penelitian ini adalah siswa MTS Darulfalah Ternate kelas VIII yang berjumlah 31 orang. Lembar kegiatan siswa, lembar respon siswa, dan tes literasi numerasi merupakan instrumen untuk menilai efektivitas perangkat yang dibuat. Lembar validasi RPP dan LKPD digunakan untuk memastikan keabsahan perangkat yang dibuat, dan angket kepraktisan untuk menilai kepraktisan perangkat yang dibuat. Dengan menggunakan kriteria sangat valid, hasil analisis menunjukkan bahwa: 1) validitas RPP sebesar 84,33%, dan validitas LKPD sebesar 83,33%; 2) nilai kepraktisan sebesar 85% yang berarti perangkat sangat praktis; dan 3) siswa yang meraih ketuntasan sebesar 81% serta nilai n-gain sebesar 0,77 yang menunjukkan peningkatan kemampuan literasi numerasi siswa setelah diterapkan perangkat pembelajaran CBL dengan konteks Makanan Khas Ternate kategori tinggi. Sehingga perangkat pembelajaran yang dibuat memenuhi kriteria valid, praktis, dan efektif untuk digunakan. Numeracy literacy is one of the skills that students need to have in order to compete with other countries, but Indonesian students' numeracy literacy is still very low. The aim of this research is to develop a CBL learning tool with the context of typical Ternate food that meets the criteria of being valid, practical and effective in improving students' numeracy literacy skills. The tools developed are RPP and LKPD. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) model was applied in this research. The subjects of this research were 31 students of MTS Darulfalah Ternate class VIII. Student activity sheets, student response sheets, and numeracy literacy tests are instruments to assess the effectiveness of the tools created. RPP and LKPD validation sheets are used to ensure the validity of the devices made, and practicality questionnaires to assess the practicality of the devices made. By using very valid criteria, the analysis results show that: 1) the validity of the RPP is 84.33%, and the validity of the LKPD is 83.33%; 2) practicality value of 85%, which means the device is very practical; and 3) students who achieved completeness of 81% and an n-gain value of 0.77 which shows an increase in students' numeracy literacy skills after implementing CBL learning tools in the high category of Traditional Ternate Food context. So that the learning tools created meet the criteria of being valid, practical and effective for use.

This study aims to produce a Vocational Mathematics numeracy literacy instrument that has been tested for validity and reliability, as well as through a systematic analysis of the instrument using a test of discrimination and index of difficulty. This type of research is development research with the Wilson model and the Oriondo and Antonio models. Methods of data collection using interviews, expert validation sheets, questionnaires and numeracy literacy tests. Data were analyzed descriptively and quantitatively. The research results obtained were: 1) the expert's assessment stated that this numeracy literacy instrument was an appropriate instrument to use; 2) the readability test shows that this numeracy literacy instrument is in the "good" category, 3) the validity test shows that this instrument is valid; 4) this numeracy literacy instrument is a reliable instrument with a reliability value of ????????>????????????????????????; 5) has a good interpretation of discriminating power with conclusions that can be used without revision; 6) Average item difficulty index. So that the resulting instrument is a feasible instrument used to measure students' numeracy literacy

Making electronic tests of students' numeracy skills based on metacognitive knowledge is important for students to have. Metacognitive knowledge are essential in mathematics performance. For this reason, it is significant to make metacognitive knowledge the basis of teaching, especially in teaching mathematics. This study aimed to design an electronic test based on students' Numerical Literacy Ability and Metacognitive Knowledge. The study used the ADDIE development model focusing on evaluating geometry material. This study chose subjects with random sampling from a high school that has good quality. The first stage of this study was to determine the nine research subjects by conducting initial interviews with class IX students. Then from the research subjects, researchers obtained information about numeracy literacy skills and metacognitive knowledge using test and interview methods. The results of a descriptive and in-depth analysis of the students' numeracy literacy skills and metacognitive knowledge became the basis for designing the electronic test. The study found that the electronic test design proved valid with an excellent category and practical with a positive response of 82.63%. This electronic-test design assessment shows that the digital-based instrument evaluation can have a broader range of users. The results of this study can be a recommendation for a digital-based evaluation instrument that adapts to the scope of the latest curriculum in Indonesia.

Students' low reading interest greatly affects learning outcomes in Vector Analysis class. This is due to the rare interaction between students and learning resources in class. To increase student activity in reading and understanding the concept of vector analysis material, an e-LKM product is needed. This study aims to develop Student Worksheets (LKM) in electronic form that is integrated with numeracy literacy which can be used for learning vector analysis courses by knowing the validity and practicality of procedures so that the use of these e-LKM can improve students' critical thinking. This development research uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Furthermore, the evaluation stage is carried out at each stage to improve the e-LKM that is made. The subjects were 21 students in semester VI of class C Mathematics Education FKIP Universitas Ahmad Dahlan. The research data was obtained by collecting questionnaires from material experts, media, and students' responses to the practicality of the media being developed. From the results of the questionnaires distributed, the average questionnaire from the two material experts and media experts showed excellent criteria with a mean score of 4.611 and 4.47 respectively. The results of student responses to product use show excellent criteria with a mean score of 4.27. Based on these results, the e-LKM that is used is proven to be valid and practical.

Hasil tes literasi numerasi yang tidak memuaskan yang diperoleh siswa Indonesia dalam Programme for International Student Assessment (PISA), menjadi salah satu fakor yang menjadi alasan dalam mengembangkan LKS matematika berbasis literasi numerasi bagi siswa SD/MI agar mereka terbiasa menyelesaikan soal-soal berbasis literasi numerasi sejak dini. Tujuan penelitian ini adalah mengembangkan dan menghasilkan sebuah produk berupa lembar kerja siswa matematika berbasis literasi numerasi bagi siswa SD/MI. Penelitian ini merupakan penelitian dan pengembangan (research and development) dengan menggunakan model ADDIE yang terdiri dari 5 tahap, yaitu : 1) analysis (analisis), 2) design (perancangan), 3) development (pengembangan), 4) implantation (implementasi), dan 5) evaluation (evaluasi). Subjek penelitian adalah 62 siswa kelas V dari 3 SD/MI pada 3 provinsi berbeda, yang terdiri dari : 28 siswa SDIT Salman Al Farisi 1 Yogyakarta, 19 siswa MI Muhammadiyah Bontoboddia Gowa, dan 15 siswa MIT Al-Anshor Ambon. Hasil penelitian menunjukkan bahwa LKS yang dikembangkan dinilai sangat layak dari segi materi dan bahasa pada LKS, dan dinilai praktis dalam penggunaannya. Penelitian ini telah menghasilkan sebuah produk LKS matematika berbasis literasi numerasi yang bernuansa Islami pada materi statistika bagi siswa kelas V SD/MI. The unsatisfactory results of the numeracy literacy test obtained by Indonesian students in the Program for International Student Assessment (PISA) are one of the factors that is a reason for developing numeracy-based math worksheets for SD/MI students so that they are accustomed to solving numeracy-based questions since early stage. The purpose of this study was to develop and produce in the form of numeracy literacy-based math student worksheet for SD/MI students. This research is research and development using the ADDIE model consists of 5 stages, namely: 1) analysis, 2) design, 3) development, 4) implementation and 5) evaluation. The research subjects were 62 fifth-grade students 3 SD/MI in 3 different provinces, consisting of 28 students from SDIT Salman Al Farisi 1 Yogyakarta, 19 students from MI Muhammadiyah Bontoboddia Gowa, dan 15 students from MIT Al-Anshor Ambon. The results showed that the developed LKS was considered very feasible in terms of material and language in the LKS, and was considered practical in its use. This research has produced a math worksheet based on numeracy literacy with Islamic nuances in statistics material for fifth-grade students of SD/MI.

During the Covid-19 pandemic, there was a change in the education system, namely regular or face-to-face Numerical literacy ability is the ability or skill in using various kinds of numbers and symbols related to basic mathematics to solve practical problems in the context of everyday life. This study aims to determine the numeracy literacy ability of students in solving math problems in terms of reflective and impulsive cognitive styles. In looking at students' numeracy literacy skills, indicators of numeracy literacy abilities are used which are adjusted to the stages of the problem solving process. This research is a descriptive research with a qualitative approach. The research subjects consisted of 23 students of the Mathematics Education Study Program at the University of Papua. Data collection consisted of a numeracy literacy test, an MFFT (Matching Familiar Figure Test) test to determine cognitive style, interviews and documentation. The results of the MFFT test showed that there were 11 students with a reflective cognitive style, 9 students with an impulsive cognitive style, 1 student with a low accurate cognitive style, and 2 students with a fast accurate cognitive style. After that, 2 subjects with a reflective cognitive style were obtained which were supported by 2 subjects who had a tendency for a reflective cognitive style and 2 subjects who had an impulsive cognitive style. The results showed that the reflective subject one (SR1) the first reflective student completed the numeracy literacy problem in 91 minutes and the reflective subject two (SR2) completed the problem in 98 minutes, where the two subjects with the minute reflective style had exceeded the predetermined maximum time limit, namely 90 minutes. Impulsive subject one (SI1) completed the numeracy literacy test in 32 minutes. The second impulsive subject (SI2) completed the numeracy literacy test questions within 40 minutes. The two students completed it faster than the specified time limit of 90 minutes. Subjects with a cognitive-reflective style in solving problems take a long time but the results obtained tend to be correct or accurate, while subjects with an impulsive cognitive style seem to be in a hurry to answer and tend to be wrong

One of the benchmarks of individual quality is seen in numeracy literacy skills. The purpose of this study was to identify the numeracy literacy skills of grade 11 students at Warta Bakti Kefamenanu High School, Nusa Tenggara Timur, in solving numeracy literacy problems with the minimum competency assessment (MCA) instrument in integral and domain algebra. This research was descriptive qualitative. This research technique was carried out with a test in the form of MCA, identifying the variations of errors made, identifying them in the types of errors, and mapping them to numeracy literacy indicators. Instrument items were taken from previous research and modified and content validity was done. The result of data analysis shows that participants who had principal errors met the numeracy literacy indicators item 1 and item 2, participants who had operating errors met the numeracy literacy indicator item 1, and participants who had conceptual errors did not meet all numeracy literacy indicators. BAHASA INDONESIA ABSTRACT: Salah satu tolak ukur kualitas individu dilihat dari kemampuan literasi numerasi. Tujuan penelitian ini adalah mengidentifikasi kemampuan literasi numerasi siswa SMA Kelas XI SMAS Warta Bakti Kefamenanu, Nusa Tenggara Timur dalam menyelesaikan masalah literasi numerasi model instrumen asesmen kompetensi minimum (AKM) pada domain aljabar topik integral. Jenis penelitian ini adalah deskriptif kualitatif. Teknik penelitian ini dilakukan dengan tes berbentuk AKM, mengidentifikasi variasi kesalahan yang dilakukan, mengidentifikasinya ke dalam jenis/tipe kesalahan, dan memetakan pada indikator literasi numerasi. Untuk butir instrumen, diambil dari penelitian sebelumnya dan dimodifikasi kemudian dilakukan proses validitas isi. Hasil dari penelitian ini adalah partisipan yang memiliki kesalahan prinsip memenuhi indikator literasi numerasi butir 1 dan butir 2, partisipan yang memiliki kesalahan operasi memenuhi indikator literasi numerasi butir 1, dan partisipan yang memiliki kesalahan konsep tidak memenuhi semua indikator literasi numerasi.

Abstract This study aims to explore students' reading, writing, and numeracy skills in ten coastal elementary schools targeted for the 2021 Elementary School Quality Improvement Program. This study used an ex-post-facto quantitative descriptive method. The data source is a database of the 2021 Elementary School Face-to-Face Learning Quality Improvement Program in Southeast Maluku Regency, i.e., the literacy and numeracy skills scores of 500 students. Normalized gain was used to determine the magnitude of the increase in scores from the pre-test and post-test. The results showed that eight elementary schools (80%) had a mean literacy final score of more than 60 (mean 68.23). The final score of literacy in each class is above 60, with the highest average final score achieved by Grade 3 (74.83). The increase in students' reading and writing literacy scores was still in the Low category (0.28). Two elementary schools (20%) have an average final numeracy score below 60. In general, the average final numeracy score is above 60 (63.40). The lowest numeracy score is in Grade 4 (58.31). The increase in numeracy skill scores is still in the low category (0.23). The results indicate the school's need for reflection, evaluation, follow-up plans, and program sustainability to strengthen students' skills.

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Early childhood education is a coaching effort carried out for children from birth to the age of six by providing educational stimuli in helping their physical and spiritual growth and development with the aim that children have maximum readiness to enter higher education levels. Numerical literacy in early childhood can be used as a tool used in developing thinking skills in children, supporting children in developing various talents or intellectual potentials they have and can be used as a means of cultivating a positive affective side in instilling basic personalityThis study aims to describe a numeracy literacy skills in early childhood students. The research method used is descriptive qualitative. Researchers used purposive sampling to take research subjects, and obtained as many as 28 PAUD students, and from 28 people 3 people were taken to be analyzed in depth related to their numeracy literacy skills. Instruments in this research are observation, test, Interview, and dokumentation. Data analysis techniques in this study include data reduction, data presentation, and conclusions. The results of research that have been done show that numeracy literacy in early childhood aged 5-6 years of arithmetic, geometry and patterns as follows: (1) Be able to name the symbols of numbers 1-20, (2) Have the ability to using number symbols to calculate, (3) Able to match numbers with number symbols and recognize differences based on "more than"; "less than"; and "most”, (4) Able to classify objects based on color, shape and size (3 variations), (5) Have the ability to sort objects by size from smallest to largest or vice versa, (6) Can estimate the next pattern after seeing the shape of more than 3 consecutive patterns (7) Meets errors in writing number symbols due to the accumulation of information received by the brain. This happens because at the same time, the brain receives information in the form of numeric symbols in Arabic and number symbols in general at the same time, (8) Numeracy literacy activities in the pandemic period for early childhood can still be done one of them with learning involving the environment which without eliminating the element of play but still able to facilitate the development of children.

The purpose of this research was to describe the critical thinking of masculine male and feminine female students in solving numeracy literacy problems in the minimum competency assessment. This research is a descriptive research with a qualitative approach. The data collection method used the Bem Sex Role Inventory test to determine gender tendencies, giving math ability tests, giving problem solving assignments and interviews to determine students' critical thinking profiles. The research subjects consisted of two grade VIII junior high school students with masculine male and feminine female gender with moderate math ability. The results showed that masculine male students could fulfill all critical thinking indicators, while feminine female students could not fulfill one of the critical thinking indicators, namely analyzing problems with mathematical concepts. In addition, masculine male and feminine female students have different ways or solutions in solving numeracy literacy problems in the minimum competency assessment.

This study aims to explore the numeracy literacy of students in ill-structured problem-solving on the matter of numbers. This study involved 34 students of the 4th grader in one Madrasah Ibtidaiyah in Bandung. The research approach used is qualitative with the case study method. The type of data collected is test results about ill structured problem-solving. The data were collected from tests, document analysis, and interviews. After that, the data were analysed using thematic analysis, while the validity of data using triangulation, member checking, and reflexivity. The results of the research showthat students' numeracy literacy in ill structured problem-solving are (1) students are able to solve ill structured problem in the context of daily life; (2) students are able to analyze the information obtained from the problem then use the interpretation analysis to predict and draw conclusions. The difficulties experienced by students are (1) the difficulty in understanding the problem; (2) lack of students' understanding of the prerequisite material; (3) the difficulty in developing a settlement strategy; and (4) the difficulty in drawing conclusions.

Problem-solving is one of the important aspects in learning mathematics. However, some study results illustrate the problem-solving ability of students in Indonesia is still low. One step that is thought able to improve problem-solving abilities is enhancing numeracy literacy skills. This study aims to analyze the proportion of problem-solving abilities of Pre-service Teacher in terms of numerical literacy. This study uses a Quasi Experiment method with type Nonequivalent Pretest-Posttest Control Group. The population was all pre-service teachers at Majalengka University, Indonesia, with 60 participants as sample. The results of study is a significant difference in improvement of students' problem-solving abilities of prospective teachers in terms of numerical literacy. From these results, it can be concluded that students who have high numerical literacy make the best contribution to mathematical problemsolving ability than they who have medium and low numeracy literacy. [ABSTRACT FROM AUTHOR]

Health literacy tends to decrease with age, and lower health literacy has been associated with lower levels of physical function, mental health, and medication adherence. The present study examined health literacy in relation to cognition in a sample of community-dwelling older adults. The study also examined the impact of health literacy on engagement in healthy aging lifestyle behaviors. Participants included 128 older adults (age: M  = 72.07, SD  = 6.71; education: M  = 16.34, SD  = 2.56; 74% female) who completed a health literacy measure (Newest Vital Sign; NVS), a lifestyle behavior questionnaire (Healthy Aging Activity Engagement scale; HAAE), and several neuropsychological tests. The cognitive domains assessed included memory, executive function, and attention/working memory. Two variables were computed from the NVS to represent the health literacy factors of document and numeracy literacy; these factors demonstrated a small correlation ( r = .18). Results revealed that attention/working memory, executive function, and memory were all significantly related to numeracy literacy and overall health literacy. Only memory was significantly related to document literacy. After accounting for age, education, and cognition, a hierarchical regression revealed that health literacy significantly predicted engagement in healthy aging lifestyle behaviors. Multiple cognitive abilities are necessary for searching, finding, and processing information to make health-related decisions. Health literacy accounted for a significant amount of variance in older adults' engagement in everyday lifestyle behaviors. Health literacy skills may be an area of focus for intervention efforts to improve brain health in older adults.

This study was aimed to explore the teacher's knowledge and understanding of mathematical literacy, especially on the PISA survey, understanding of mathematical literacy, aspects, and processes of evaluating mathematical literacy in the PISA survey and the learning process carried out by respondents in their respective classes. The research used a qualitative method with case study design. The respondents involved in this study were 20 teachers. Questionnaires and interview guidelines were adopted as the instruments. The collected data were then analyzed descriptively. The results of this study shown that: (1) there were 60% respondents have lack of knowledge on mathematical literacy, (2) around 3.63% respondents shown the highest percentage of aspects of the learning process carried out in the class, while (3) aspects of mathematical literacy assessment process in the PISA survey the lowest percentage (2.47%). The data indicated that respondents understand the learning process better than the process of assessing mathematical literacy in the PISA survey. Campaigning for mathematical literacy in various teacher communities can be carried out simultaneously, structured, and systematically through a special program and continues to look at its development, with the intention of the teacher has a target in developing students' mathematical literacy and to improve Indonesia's ranking in the PISA survey. [ABSTRACT FROM AUTHOR]