Improving Teachers' Numeracy Skills at Cisarua State Elementary School, West Java, Indonesia

Abstract

Teachers occupy a pivotal role in the education system, including the imperative of attaining numeracy competence, a benchmark defined by governmental standards. The objective of this study is twofold: firstly, to assess the current state of numeracy competence among teachers at Cisarua State Elementary School, and secondly, to formulate a model to enhance their competencies in this domain. The research methodology employed is a quantitative approach, incorporating a case study design that amalgamates both descriptive and exploratory research methodologies. The study's participants comprised 15 teachers, who were evaluated through a questionnaire-based training needs survey. The results indicated that teachers' numeracy competence falls below the ideal standard set by government policy, with an average score of 40.6 out of a possible 42. This discrepancy underscores the necessity for human resource development in the domain of numeracy competence. In light of these findings, this study proposes a training model based on the ICARE approach (Introduction, Connection, Application, Reflection, Extension) as a strategy to enhance teacher numeracy competence. The implications of this study underscore the necessity of systematic and sustainable training interventions to enhance teachers' numeracy skills, which in turn will contribute to the enhancement of the quality of numeracy learning for students at the primary school level.