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Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 1 (2024) · pp. 422–432

DOI
10.11591/ijere.v13i1.25186
ISSN
2620-5440, 2252-8822
Published
2024-02-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

Based on The Regulation of The Minister of Education, Culture, Research and Technology No.17 of 2021, cognitive learning outcomes consist of literacy and numeracy as measured through a minimum competency assessment (MCA) with grade 5, 8, and 11. The subjects in this study are 42 students of grade VIII (second grade) from state Junior High School 4 Cirebon and State Junior High School 2 Cirebon, Indonesia. The instruments were tests of numeracy literacy skills, documentation, and interviews. Purposive sampling was used to determine the subject of analysis of test results and interviews. The data were analyzed descriptively through the following stages: data reduction, data presentation, and conclusions drawing. The results showed that the research subjects are still not familiar with numeracy literacy questions which have the characteristics of always being preceded by texts, not understanding what is known and asked in the questions so they tend to blindly guess the answers and needed to be reminded of the prerequisite material. Based on the results of this study, teachers can develop learning media, project-based learning, scaffolding, and teaching materials that accommodate numeracy skills or differentiated learning.

Keywords

Collaboration network of the authors

40 authors · 137 co-authorship links · 29 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Airlangga
  • Goethe University Frankfurt
  • Universitas Swadaya Gunung Jati
  • Muhammadiyah University Purwokerto
  • Institut Agama Islam Negeri Curup
  • SEAMEO Regional Centre for QITEP in Mathematics
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wardono WardonoAffiliation unknown6
Muhammad KharisAffiliation unknown5
Emi PujiastutiState University of Semarang4
Adi Nur CahyonoState University of Semarang3
Stevanus Budi WaluyaState University of Semarang3
Kartono KartonoUniversitas Airlangga3
Mulyono MulyonoAffiliation unknown3
Hilda ArifaniAffiliation unknown2
Muhammad Ghozian Kafi AhsanAffiliation unknown2
Dina Pratiwi Dwi SantiAffiliation unknown2
Scolastika MarianiState University of Semarang2
Tri Sri Noor AsihAffiliation unknown2
Walid WalidState University of Semarang2
Zaenuri ZaenuriState University of Semarang2
YL SukestiyarnoAffiliation unknown2
Mohammad AsikinState University of Semarang1
Miftahudin MiftahudinAffiliation unknown1
Muhammad Ghozian Kafi AhsanState University of Semarang1
Matthias LudwigGoethe University Frankfurt1
Setiyani .Affiliation unknown1
Setiyani SetiyaniUniversitas Swadaya Gunung Jati1
Wahid YuniantoSEAMEO Regional Centre for QITEP in Mathematics1
Gunawan GunawanMuhammadiyah University Purwokerto1
Mutia MutiaInstitut Agama Islam Negeri Curup1
Sugiman SugimanState University of Semarang1
Nita HidayatiState University of Semarang1
Barokah IsdaryantiState University of Semarang1
Miftah RahmanState University of Semarang1
Totok Sumaryanto FlorentinusState University of Semarang1
Wahyu WidodoSultan Agung Islamic University1
Sumliyah SumliyahAffiliation unknown1
Nyree AniAffiliation unknown1
Hendri HandokoAffiliation unknown1
Verina Deawany KurniawanAffiliation unknown1
Anita Rahayu NurfitrianiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Assessing numeracy skills on flat shapes and scaffolding forms in junior high school</dc:title>
	<dc:creator>Setiyani, Setiyani</dc:creator>
	<dc:creator>Waluya, Stevanus Budi</dc:creator>
	<dc:creator>Sukestiyarno, Yohanes Leonardus</dc:creator>
	<dc:creator>Cahyono, Adi Nur</dc:creator>
	<dc:creator>Dwi Santi, Dina Pratiwi</dc:creator>
	<dc:subject xml:lang="en-US">Assessment; Flat shapes; Junior high school; Numeracy skills; Scaffolding</dc:subject>
	<dc:description xml:lang="en-US">Based on The Regulation of The Minister of Education, Culture, Research and Technology No.17 of 2021, cognitive learning outcomes consist of literacy and numeracy as measured through a minimum competency assessment (MCA) with grade 5, 8, and 11. The subjects in this study are 42 students of grade VIII (second grade) from state Junior High School 4 Cirebon and State Junior High School 2 Cirebon, Indonesia. The instruments were tests of numeracy literacy skills, documentation, and interviews. Purposive sampling was used to determine the subject of analysis of test results and interviews. The data were analyzed descriptively through the following stages: data reduction, data presentation, and conclusions drawing. The results showed that the research subjects are still not familiar with numeracy literacy questions which have the characteristics of always being preceded by texts, not understanding what is known and asked in the questions so they tend to blindly guess the answers and needed to be reminded of the prerequisite material. Based on the results of this study, teachers can develop learning media, project-based learning, scaffolding, and teaching materials that accommodate numeracy skills or differentiated learning.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-02-01</dc:date>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25186</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i1.25186</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 1: February 2024; 422-432</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25186/13785</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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