Design of mathematics teaching material needs to stimulate literacy and numeracy skills at the elementary school level with scaffolding techniques

Izza Eka Ningrum, Mochammad Ainul Yaqin, Khairul Umam

Abstract


The low literacy and numeracy skills of primary school students in Indonesia is an urgent problem that requires a planned and data-driven instructional response. This study aims to analyze the need for mathematics teaching materials that are able to stimulate the literacy and numeracy skills of grade V students through the application of scaffolding techniques. The method used is quantitative descriptive with the Define stage procedure in the Thiagarajan 4D model. The research subjects consisted of 30 students and 2 mathematics teachers who were selected through purposive sampling at SD Muhammadiyah 2 Babat. Data was collected through AKM-based literacy-numeracy ability tests, student needs questionnaires, and structured interviews with teachers. The results showed that 68% of learning was still teacher-centered and 55% of questions were procedural. The achievement of literacy skills is in the low category, namely 52% for finding text information and 45% for graph interpretation, while reasoning numeracy skills only reach 55%. As many as 88% of students stated that they needed step-by-step guidance in teaching materials. Based on the synthesis of the data, a three-level scaffolding-based teaching material design specification was formulated that integrates contextual-themed content, adaptive visual elements with a 40:60 ratio, and an interactive QR Code feature as a support for independent learning for elementary school students.

Keywords


Needs Analysis; Mathematics Teaching Materials; Numeracy Literacy; Scaffolding; Elementary Schooll

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References


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DOI: https://doi.org/10.36269/hjrme.v9i2.5259

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