P-ISSN: 2808-0467

E-ISSN: 2808-5051

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1604

NUMERACY LITERACY SKILLS OF ELEMENTARY SCHOOL

STUDENTS THROUGH ETHNOMATHEMATICS-BASED PROBLEM

SOLVING

INTRODUCTION

A great nation is characterized by its literate society, has a high civilization, and actively

advances the world society. Literacy in this context is not just how a nation is free from

illiteracy, it is more than how citizens have the ability to compete and coexist globally. In other

(Chalkiadaki, 2018). Six basic literacy is the focus of shaping students to have 21

st

century

skills, including: literacy, numeracy literacy, science literacy, financial literacy, digital literacy,

cultural literacy and citizenship (Nugraha, 2020). Indonesia has implemented the National

Literacy Movement (Gerakan Literasi Nasional, GLN) carried out by the Ministry of

Education and Culture since 2016. Launched by the government, GLN is implemented through

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a school called the School Literacy Movement (Gerakan Literasi Sekolah, GLS) to create

literate learning organizations and develop the character of school citizens (Ekowati et al.,

2019).

The School Literacy Movement also includes mastery of numeracy literacy. Numeracy

Council of Teachers of Mathematics (NCTM) consists of five competencies, namely

mathematical problem solving, mathematical communication, mathematical reasoning,

mathematical connections, and mathematical representation. All five competencies are covered

in mathematical literacy (Faozi et al., 2020). Therefore, numeracy literacy is one of the

essential abilities that must be mastered by students.

Listening to the PISA (The Programme for International Student Assessment) score as one

of the evaluations of the quality of education of a country in facing challenges in the 21

st

century. PISA scores in Indonesia have decreased, especially in the aspect of mathematical

literacy of students in 2015 Indonesia obtained a score of 386, declining in 2018 with a score

Numeracy literacy is closely related to solving mathematical problems (Niklas et al.,

2016). Without problem solving, the benefits of learning mathematics become limited because

the ability to solve problems is at the core of learning mathematics (Pangesti, 2018). Problem

solving is not limited to solving routine problems of mathematics but rather to finding solutions

to everyday contextual problems that absolutely require reasoning. By solving problems,

students try to find solutions that are suitable in their own way to solve problems related to

everyday life (Suryapuspitarini et al., 2018).

Contextual solving of mathematical problems is closely related to ethnomathematics as

culture-based learning (Owens, 2014). Ethnomathematics comes from the words ethno

(ethnicity/culture) and mathematics, simply put, cultural anthropology related to mathematical

problem solving ability and student numeracy literacy in improving the implementation of the

Minimum Competency Assessment (AKM). While in-depth research related to

ethnomathematics-based problem solving has not yet received attention, therefore this research

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will be focused on numeracy literacy in ethnomathematics-based problem solving. Such an

effort is made to analyze the numeracy literacy skills of elementary school students in

ethnomathematics-based problem solving. The benefits of this research are; (1) to describe the

numeracy literacy ability of elementary school students in Indonesia; (2) may be a reference

numeracy literacy skills in ethnomathematics-based problem solving. The research was

conducted at SDN Lamper Kidul 02 with 28 participants in grade IV elementary school. The

data collection technique in this study used interview techniques to obtain information directly

from the research subjects in depth to teachers and grade IV students as well as test techniques

to analyze students' numeracy literacy skills in ethnomathematics-based problem solving. Data

analysis uses triangulation techniques, namely source triangulation in teachers and students as

research subjects and triangulation techniques using interview techniques.

RESULTS AND DISCUSSION

can be used to carry out innovative learning such as, in selling activities, weaving or crafts or

webbing in the Maluku community can be integrated in mathematics in the form of fractions

and geometry (Lauren et al., 2019), learning by utilizing Borobudur Temple can embed

mathematical concepts in the form of number systems, logic and space configuration

(Kurniawan & Hidayati, 2020), Batik patterns of the Surakarta Palace developed for symmetry

material (Astriandini & Kristanti, 2021), calendar implementation java by javanese people to

find a good day on the concept of numbers (Prahmana et al., 2021), and the introduction of

geometric constructs using janur which is still often used by Javanese and Balinese people

(Oktavia & Suparni, 2021).

Research on ethnomathematics proves to be able to improve students' understanding of

of which the author does to analyze students' numeracy literacy ability in solving

ethnomathematics-based problems.

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Proving this, an interview with Mrs. Chika, a grade IV teacher at SDN Lamper Kidul 02,

provided information about ethnomathematics learning in her classroom: "When learning, I

rarely give lessons related to culture. Especially in mathematics, I put more emphasis on

memorizing formulas and practice questions for students. Moreover, there is a prolonged

teachers have also not implemented ethnomathematics-based learning in their classes. This

attracts researchers to try to dig deeper into students' numeracy literacy skills by providing

ethnomathematics-based questions. By implementing ethnomathematics, it is hoped that it can

become a stimulus medium for students to improve numeracy literacy by thinking more

critically so that they can solve mathematical problems as well as be adaptive to cultural values

in Semarang City.

Students' Numeracy Literacy Skills

The Ministry of Education and Culture through the National Literacy Movement program

Previously, the evaluation tool in Indonesia, namely the National Examination (UN) since

2021, was changed to a National Assessment (AN) in accordance with the demands of 21st

century learning. AN consists of three parts, namely Minimum Competency Assessment

(AKM), Character Survey, and learning environment survey. AKM is followed by learners to

measure cognitive aspects through literacy and numeracy (Indahri, 2021). It creates a new

paradigm that the National Assessment is not a substitute for the National Examination that

determines whether or not students pass it, but the AN Results are a portrait of the service and

performance of each school as a source of real information to map and evaluate the quality of

the education system in each school in order to accelerate the improvement of the quality of

education in Indonesia.

reasoning), and context (personal, socio-cultural, and scientific) (Deviana & Aini, 2022).

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In this study, several indicators were taken according to Purwasih et al. (2018), each aspect

related to numeracy literacy used in AKM guided by PISA which consists of 6 levels, which

can be seen in Table 1. Followingthis:

Level

The determination of 6 levels according to PISA as a standard that needs to be followed to

be able to measure students' numeracy literacy skills is implemented in the implementation of

the Minimum Competency Assessment (AKM). There are differences ranging from the content

and context of reading, cognitive levels and question indicators from various levels, at the

elementary school level the implementation of the Minimum Competency Assessment (AKM)

is carried out for class V with cognitive levels level 1-level 3 (Zukhrufurrohmah & Putri, 2021).

Therefore, the test instrument developed in this study refers to the PISA numeracy literacy

indicator level 1 - level 3 with a question type that refers to the implementation of AKM.

Researchers test students' numeracy literacy skills with test instruments in the form of multiple-

choice questions and level 1-level 3 descriptions. The results of the instrument test on students'

2

5

Table 2 shows the results obtained by students in completing numeracy literacy test

questions level 1-level 3. The level 1 numeracy literacy indicator in the table shows that

students achieve an average of 2.8 which can be categorized as high, meaning that students are

already good at answering questions in the context of relevant information so that they can

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carry out ways of solving according to clear commands. Meanwhile, the level 2 numeracy

literacy indicator in the table shows that students only achieve an average of 1.7 with a

moderate category, meaning that students are quite able to interpret, recognize situations and

use formulas in solving problems. While the level 3 numeracy literacy indicator in the table

Students' Numeracy Literacy Skills in Solving Problems

Students should have good mathematical problem-solving skills so that students can find

problem solving in learning and daily life, besides that it will indirectly require students to

think critically and creatively. Indicators of the achievement of mathematical problem-solving

ability in students according to Polya in Anugraheni (2019) consist of: (1) Understanding the

problem, that is, the student's ability to refer to what is known, asked, and needed; (2) Planning

a settlement strategy, that is, students can find the relationship between the information

obtained; (3) Carry out the settlement, that is, students can solve problems based on the solution

plan that has been developed; (4) re-examine the results based on the existing steps, i.e. the

if they do multiple-choice math problems as follows: "Students are easier to do multiple-choice

questions, because multiple-choice questions provide answer choices that help students to

answer questions, so students can do questions easily without needing more ability to analyze

and count, especially multiple-choice questions with a stimulus in the form of pictures, tables,

posters, can help students in solving problems on problems and thinking critically."

Based on this, it is easier for students to understand multiple-choice questions that are

closed-door questions with clear and straightforward question commands that are characteristic

of level 1 questions. Providing stimulus in the form of images that are contextual with the

surrounding environment makes students to think more critically about solving problems in the

problem. This is where ethnomathematics plays a role in the problem embodied in the stimulus

Solving students' problems at numeracy literacy level 2 in the aspect of numbers with

measured competence, namely determining the KPK, factors of a small number and FPB can

be further seen in figure 1:

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Based on Figure 1, level 2 numeracy literacy skills only reach an average of 1.7 with a

moderate category, as evidenced by the example of answering level 2 questions that students

do not fully have good problem-solving skills. Problem solving is the student's first step in

developing ideas to acquire new knowledge and develop mathematical skills, since solving

mathematical problems necessarily requires other mathematical abilities or skills to obtain

solutions to the problem (Mita et al., 2019).

been made, this is because the student has not understood the problem of asking for the date of

the noodle and soap supplier who will come together again for the second time. It can be seen

that students solve it by looking for KPK from suppliers of eggs, noodles, and soap, even

though the only thing asked is the supplier of noodles and soap, although the students' answers

are correct, but the students solve problems that are not quite right. As a result, if you do other

similar questions, students may do it wrong because they do not understand the problem and

do not re-examine the answers used.

In line with research by Putri & Warmi (2022) on students' mathematical problem-solving

ability in solving mathematical PISA problems on number content, students often make

fundamental and causal mistakes, namely not understanding problems about numbers, not

Solving students' problems at level 3 numeracy literacy in the algebraic aspect with

measured competence, namely solving linear equations of 1 variable, can be further seen in

Figure 2 below:

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Based on Figure 2, in the answer to the question, only 8 students out of 28 students gave

the right answer, in line with the level 3 numeracy literacy ability produced the lowest average

between the information obtained, it can be seen that students can already plan the solution

strategy and can carry out Settlement appropriately based on the settlement plan that has been

made. On the other hand, as many as 20 students who answered incorrectly, were constrained

by understanding the problem, students had not been able to understand the stimulus of

contextual questions in the form of parking rate drawings at Tawang Station, so that the

planning and implementation of problem solving produced incorrect answers, a sign that

understanding of the problem is the main key in solving mathematical problems in elementary

school students.

Strengthened by the teacher's explanation of the math problem in the form of the following

description: "To be honest, students find it difficult to do description questions, because

with description-type questions, Because students who are not mature with mathematical

concepts are already confused about whether they can calculate correctly or not, even though

they do not understand the meaning of the problem".

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The results of the interview illustrate that students have not been able to become good

problem solvers in the types of level 2 and 3 description questions. Lack of numeracy skills,

maturity of mathematical concepts are the main factors triggering student anxiety (anxiety). So

it needs guidance through learning mathematics which leads to the process of developing

By presenting real-life-based problems in the lesson, can stimulate students to apply

problem-solving steps correctly and make effective decisions in solving problems, in this way,

can contribute to preparing students for real-life conditions (Yurtseven et al., 2021). Therefore,

mathematics learning that is abstract should be complemented by learning that can concrete the

abstraction. So that the teacher not only provides contextual problems for students to solve, but

must be integrated with all learning components (activities, methods, techniques, media) that

are based on real life or contextual. In accordance with the objectives of learning mathematics,

namely having factual and conceptual abilities in science (Unaenah & Sumantri, 2019). In line

with the stage of development of elementary school students (7-12 years) according to Piaget

Therefore, real objects are important for the teaching and learning of mathematics. They

help students connect math with real objects found in their everyday environment. They help

students realize that mathematics is not abstract and there are many ways to understand a

concept. Contextual learning can develop conceptual and understanding of mathematical

concepts can be done by teachers, because real objects can help students learn mathematics

relationally and rationally rather than rote memorization (Deogratias, 2022). The theory of

constructivism supported by the theories of Perkins, Piaget and Vygotsky also explains that the

individual can build knowledge through his environment (Ramadhani, 2018).

Learning with ethnomathematics or mathematics based on local wisdom provides a

learning environment that creates good motivation and is more enjoyable so that students have

Numeracy literacy is one aspect that is evaluated in the Minimum Competency Assessment

(AKM) which refers to the good practice of international level assessments, such as the

Programme for International Student Assessment (PISA). Numeracy literacy skills are related