Teachers' Perspective of Numeracy Literacy in Vocational High Schools

Abstract

The relevance of education to the goals of national development under the characteristics of vocational education is to prepare graduates who can compete in the world of work and technological developments. Utilization of national assessment results in the numeracy aspect as an effort to improve the quality of learning. This qualitative research with a case study design aims to explore teachers' knowledge and understanding of numeracy literacy, aspects, and the process of assessing numeracy literacy in the Minimum Competency Assessment. The respondents involved in this study were 14 teachers at one of the State Vocational High Schools in Ciamis Regency, West Java Province. The instruments used were questionnaires and interview guidelines. The data collected were then analyzed descriptively. The results of this study indicate that: (1) respondents stated that numeracy literacy is related to basic mathematics in everyday life, (2) respondents understand the cause of low numeracy literacy skills in students due to the lack of interest in learning about arithmetic subjects, (3) respondents know that numeracy literacy skills are not only developed in mathematics lessons, (4) respondents do not understand the content and context aspects that can be used in learning to strengthen students' numeracy literacy skills, and (5) respondents do not know the classification of students' numeracy literacy skills based on the Minimum Competency Assessment assessment process. Strengthening numeracy literacy skills needs to be done across subjects systematically, structured, and massively through programs that are integrated into the curriculum. This is done so that teachers have a clear focus in improving numeracy literacy skills as provisions for students to face increasingly complex future demands.