Early Numeracy Skills as Predictors of Numeracy Assessment Performance: A Mixed-Methods Study Using the Early Grade Mathematics Assessment Framework
DOI:
https://doi.org/10.15294/kreano.v17i1.34517Keywords:
Early Numeracy, AKM Numeracy, EGMA, Regression, Explanatory Sequential DesignAbstract
The 2018 PISA results show that Indonesian students' numeracy score is 379, far below the OECD average of 489. This score places Indonesian students' numeracy skills at the lower level (level 1 out of 6) where students are still far from the minimum competency level required to participate in modern society. Meanwhile, students' early numeracy skills are the foundation for further numeracy skills. Therefore, this study aims to analyze the influence of early numeracy skills on the minimum numeracy competency assessment and examine how children's thinking processes in understanding numeracy concepts that are given using the Early Grade Mathematics Assessment framework. This study uses the explanatory sequential mixed method design. A total of 18 second-grade students of SDN 218/IV Jambi City participated in the early numeracy assessment using the Early Grade Mathematics Assessment (EGMA) instrument and the numeracy Minimum Competency Assessment (MCA/AKM) phase A instrument. The linear regression results showed that early numeracy skills significantly influenced the results of the numeracy MCA (p=0.039) with a moderate contribution of 24.1%. Through in-depth interviews and observation, information was obtained that family involvement, the use of concrete objects, and counting strategies using physical methods have an important role in shaping children's numeracy skills. Integration of these findings emphasizes the importance of strengthening early numeracy skills with a concrete operational approach and the role of the learning environment in strengthening the numeracy skills of early grade students in elementary school.
Abstrak
Hasil PISA 2018 menunjukkan skor numerasi peserta didik Indonesia sebesar 379, berada jauh di bawah rata-rata OECD sebesar 489. Skor ini menempatkan kemampuan numerasi peserta didik Indonesia pada level bawah (level 1 dari 6) dimana peserta didik masih jauh dari tingkat kompetensi minimum yang diperlukan untuk berpartisipasi dalam masyarakat modern. Sementara, kemampuan numerasi awal peserta didik merupakan fondasi bagi keterampilan numerasi lebih lanjut. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh kemampuan numerasi awal terhadap hasil asesmen kompetensi minimum numerasi dan menelaah bagaimana proses berpikir anak dalam memahami konsep numerasi yang diberikan menggunakan kerangka Early Grade Mathematics Assessment. Penelitian ini menggunakan metode explanatory sequential design. Sebanyak 18 peserta didik kelas II SDN 218/IV Kota Jambi mengikuti asesmen kemampuan numerasi awal menggunakan instrumen Early Grade Mathematics Assessment (EGMA) dan instrumen Asesmen Kompetensi Minimum (AKM) fase A. Hasil regresi menunjukkan kemampuan numerasi awal berpengaruh secara signifikan terhadap hasil AKM numerasi (p=0,039) dengan kontribusi moderat sebesar 24,1%. Melalui wawancara mendalam diperoleh informasi bahwa keterlibatan keluarga, penggunaan benda konkret, serta strategi berhitung menggunakan metode fisik memiliki peran penting dalam membentuk kemampuan numerasi anak. Integrasi kedua temuan ini menegaskan pentingnya penguatan kemampuan numerasi awal dengan pendekatan operasional konkret dan peran lingkungan sekitar untuk memperkuat kemampuan numerasi peserta didik kelas awal di sekolah dasar.
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