Analysis Of Teachers’ Perceived Needs For Developing Contextual Numeracy Literacy Learning Strategies In Elementary Schools
DOI:
https://doi.org/10.58988/almubtadi.v4i1.1172Keywords:
Contextual Learning, Elementary School, Needs Analysis, Numeracy Literacy, Teacher PerceptionAbstract
Strengthening students’ numeracy literacy requires learning strategies that are contextual and aligned with classroom conditions. However, numeracy learning in elementary schools often remains dominated by procedural exercises and has not sufficiently connected mathematical concepts with students’ real-life contexts. This study explores teachers’ perceptions of students’ numeracy literacy needs and their requirements for developing contextual learning strategies in elementary schools. A qualitative descriptive approach supported by quantitative data was employed. The participants were 20 elementary school teachers selected through purposive sampling. Data were collected through interviews and teacher needs questionnaires. Interview data were analyzed through data reduction, presentation, and meaning extraction, while questionnaire data were analyzed descriptively using mean scores and percentages. The findings indicate that teachers identified several challenges in students’ numeracy learning, particularly in understanding contextual problems, interpreting data, and connecting mathematical concepts with daily experiences. These findings were supported by questionnaire results showing an overall need score of 4.67 (93.4%), indicating a high level of need for contextual numeracy learning strategies. Teachers specifically required practical learning guides, visual media, real-life problem-based worksheets, contextual teaching materials, and assessment instruments. The novelty of this study lies in integrating teachers’ perceived challenges and instructional needs as an empirical foundation for developing contextual numeracy learning strategies grounded in actual elementary school practices.
References
Adelia, V., Ilma, R., & Putri, I. (2025). The development of web-based learning environment to enhance students ’ numeracy and reasoning. Journal on Mathematics Education, 16(2), 651–670. https://doi.org/https://doi.org/10.22342/jme.v16i2.pp651-670
Ahyan, S., Supiyati, S., & Hassan, M. N. (2025). An application of many-facet Rasch measurement to validate the numeracy test for elementary students. Journal of Mathematics Education, 14(4), 861–876. https://doi.org/https://doi.org/10.22460/infinity.v14i4.p861-876
Aisyah, N., Diniati, R., & Muth, S. (2025). Menelaah Konsep Pembelajaran Kontekstual dalam Perspektif Pendidikan Modern. Jurnal Pendidikan Tambusai, 9, 15880–15886.
Azaria, T. T., & Nugraha, U. (2025). Penerapan Pendekatan Pembelajaran Kontekstual untuk Meningkatkan Pemahaman Konsep Matematika pada Materi Pecahan di Kelas VI Sekolah Dasar. Jurnal Basicedu, 9(1), 1–11.
Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Guides - Non-Classroom; Books.
Ho, J. C.-S., Cheung, S. K., McBride, C., Purpura, D. J., Ng, M. C. Y., & Ho, A. P. L. (2025). Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language. Journal of Experimental Child Psychology, 252, 106145. https://doi.org/https://doi.org/10.1016/j.jecp.2024.106145
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. Corwin Press.
Nursyahidah, F., Mariani, S., & Wijayanti, K. (2025). Integrating technology , Javanese ethnomathematics , and realistic mathematics education in supporting prospective mathematics teachers ’ numeracy skills : A learning trajectory. Journal on Mathematics Education, 16(2), 671–688. https://doi.org/http://doi.org/10.22342/jme.v16i2.pp671-688
Nurwahid, M., Ashar, S., & Awantagusnik, A. (2025). Pembelajaran Realistic Mathematics Education ( RME ) Berbasis Literasi Numerasi : Strategi dan Tantangan. Jurnal Tadris Matematika, 3(01), 22–38.
Park, Y., & Matthews, P. G. (2025). Math language matters: math-specific verbal skills, not analog representation of non-symbolic magnitudes, predict symbolic fraction abilities in primary school children. Journal of Experimental Child Psychology, 260, 106349. https://doi.org/https://doi.org/10.1016/j.jecp.2025.106349
Pramulia, P., Yustitia, V., Kusmaharti, D., Fanny, A. M., & Oktavia, I. A. (2025). Ethnomathematics of Al Akbar Mosque Surabaya : Augmented reality comics to improve elementary school students ’ literacy and numeracy.
Purnamasari, R., Safitri, N., Handayani, R., & Pratama, M. A. (2026). Designing and validating a mathematics learning model integrating green economy and numeracy for ESD. Discover Sustainability. https://doi.org/https://doi.org/10.1007/s43621-026-03056-5
Raharjo, T., Purwoko, R. Y., Purwaningrum, J. P., Wibowo, T., Ramos, R. G., & Gotico, R. S. (2025). Needs Analysis for the Development of Culturally Themed E- Comic Media to Enhance Elementary School Students ’ Numeracy Skills. International Research Journal of Multidisciplinary Scope (IRJMS), 6(July), 77–87. https://doi.org/10.47857/irjms.2025.v06i03.04167
Roger A. Kaufman, F. W. E. (1979). Needs Assessment: Concept and Application. Educational Technology.
Tran, D. (2026). Measuring opportunities to develop mathematical literacy and their prediction on mathematical literacy outcomes. Mathematical Thinking and Learning, 00(00), 1–20. https://doi.org/10.1080/10986065.2026.2652846
Umasangaji, N. A., Ardi, S., Ade, A., Rajak, R., Armin, A., & Afandi, A. (2024). Kemampuan Literasi Numerasi Siswa Smp Berbantuan Media Powtoon. Jurnal Pendidikan Guru Matema?Ka, 4(2), 122–131.
Wibawa, K. A., & Atmaja, I. M. D. (2025). Implementation of Deep Scaffolding Based on Realistic Mathematics Education to Improve Thinking Errors of Students with Mild Intellectual Disabilities in Solving Numeracy Problems. International Journal of Learning, Teaching and Educational Research, 24(12), 655–674. https://doi.org/https://doi.org/10.26803/ijlter.24.12.28
