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Abstract
Numeracy literacy learning is a key component of the independent curriculum and a necessary skill for elementary school students. However, data on low student numeracy literacy, based on the AKM, has been found. Therefore, through a user requirement approach, it is necessary to implement training and mentoring to develop numeracy literacy skills for elementary school teachers to address this issue. The purpose of this activity is to improve teacher numeracy literacy through a digital approach. This PKM activity was carried out by providing training and mentoring to teachers on numeracy literacy. This activity was carried out for all elementary school teachers in Lareh Sago Halaban District, with 35 participants representing each school. This community service activity was well organized. Participants were enthusiastic in every activity. Participants also stated that they gained additional knowledge and new insights from this training activity. The evaluation results showed a positive response from participants to the training, with the percentage of achievement regarding the effectiveness of the training implementation being 90.63%. In terms of participant abilities, there was an increase in participant abilities from 80.58% to 89.09%.
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Copyright (c) 2026 Lusi Susanti, Nurhizrah Gistituati, Anisah Anisah , Widiawati Widiwati
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References
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- Munahefi, D. N., Lestari, F. D., Mashuri, M., & Kharisudin, I. (2023). Pengembangan kemampuan literasi numerasi melalui pembelajaran tematik terintegrasi berbasis proyek. PRISMA, Prosiding Seminar Nasional Matematika, 6, 663–669.
- Raghubar, K. P., & Barnes, M. A. (2017). Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. The Clinical Neuropsychologist, 31(2), 329–351.
- Sabidin, Z., Ismail, Z., Tasir, Z., & Said, M. N. H. M. (2017). A case study to identify level of numeracy competency among high achievers. Advanced Science Letters, 23(9), 8313–8315.
- Toll, S. W. M., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44(6), 521–532.
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References
Ain, S. Q., Mustika, D., & Wulandari, A. (2023). Permasalahan Pembelajaran Literasi Numerasi dan Karakter untuk Siswa Sekolah Dasar. Aulad: Journal on Early Childhood, 6(2), 152–158.
Ayuningtyas, N., & Sukriyah, D. (2020). Analisis pengetahuan numerasi mahasiswa matematika calon guru. Delta-Pi: Jurnal Matematika Dan Pendidikan Matematika, 9(2).
Cao Thi, H., Le, T. A., Tran Ngoc, B., & Phan Thi Phuong, T. (2023). Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners’ perspectives. Cogent Education, 10(1), 2202121.
Divayana, D. G. H., Suyasa, P. W. A., & Adiarta, A. (2018). Pelatihan pembuatan buku digital berbasis kvisoft flipbook maker bagi para guru di smk ti udayana. Abdimas Dewantara, 1(2), 31–44.
Ekowati, D. W., Astuti, Y. P., Utami, I. W. P., Mukhlishina, I., & Suwandayani, B. I. (2019). Literasi numerasi di SD Muhammadiyah. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 3(1), 93–103.
Gal, I., Grotlüschen, A., Tout, D., & Kaiser, G. (2020). Numeracy, adult education, and vulnerable adults: a critical view of a neglected field. Zdm, 52, 377–394.
Gervasoni, A. (2000). Problem solving enhances children’s numeracy learning. Australian Primary Mathematics Classroom, 5(4), 12–14.
Göbel, S. M., Watson, S. E., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development: It is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789–798.
Han, W., Susanto, D., Dewayani, S., Pandora, P., Hanifah, N., Miftahussururi, M., Nento, M. N., & Akbari, Q. S. (2017). Materi pendukung literasi numerasi. Direktorat Jenderal Pendidikan Dasar dan Menengah.
Mahmud, M. R., & Pratiwi, I. M. (2019). Literasi numerasi siswa dalam pemecahan masalah tidak terstruktur. Kalamatika: Jurnal Pendidikan Matematika, 4(1), 69–88.
Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14–20.
Munahefi, D. N., Lestari, F. D., Mashuri, M., & Kharisudin, I. (2023). Pengembangan kemampuan literasi numerasi melalui pembelajaran tematik terintegrasi berbasis proyek. PRISMA, Prosiding Seminar Nasional Matematika, 6, 663–669.
Raghubar, K. P., & Barnes, M. A. (2017). Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. The Clinical Neuropsychologist, 31(2), 329–351.
Sabidin, Z., Ismail, Z., Tasir, Z., & Said, M. N. H. M. (2017). A case study to identify level of numeracy competency among high achievers. Advanced Science Letters, 23(9), 8313–8315.
Toll, S. W. M., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44(6), 521–532.
Xiao, F., Barnard-Brak, L., Lan, W., & Burley, H. (2019). Examining problem-solving skills in technology-rich environments as related to numeracy and literacy. International Journal of Lifelong Education, 38(3), 327–338.
Zukhrufurrohmah, Z., & Putri, O. R. U. (2021). Pendampingan pengembangan instrumen berciri literasi numerasi dalam menyiapkan AKM pada guru SD. JPMB: Jurnal Pemberdayaan Masyarakat Berkarakter, 4(2), 249–260.