Numeracy Strengthening Strategies for Students of Ta`miriyah  Elementary School Surabaya

Duhwi Indartiningsih; Dewi  Shofiyantini

doi:10.63922/ijevss.v5i03.4327

Duhwi Indartiningsih Universitas Nahdlatul Ulama Sidoarjo, Indonesia
Dewi Shofiyantini SD Taʻmiriyah Surabaya, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4327

Keywords: Numeracy Strengthening, Elementary School, Mathematics Instruction, Science Literacy, Merdeka Curriculum

Abstract

This study aims to describe the numeracy strengthening strategies implemented at SD Taʻmiriyah Surabaya for students in Grades 1 through 5 over a four-year period (2021–2025). Employing a qualitative descriptive approach, data were collected through reflection of education report cards, teacher interviews, classroom observations, and documentation. The numeracy strengthening strategy encompasses eight sequential stages: competency mapping, assessment result analysis, student grouping based on learning needs, teacher training, mathematics instruction through concept introduction–concept comprehension–skills development, monitoring, post-treatment testing, and evaluation and reflection. Results show a significant improvement in numeracy achievement from 2021 to 2024 across all domains (Number, Algebra, Geometry, and Data and Uncertainty) and all cognitive levels (Knowing, Applying, and Reasoning). The Number domain recorded the highest gain of 31.69 points, while the Algebra domain and Reasoning competency (L3) still require prioritized intervention. This study demonstrates that a systematic, sustained, and teacher-competency-supported numeracy strengthening program can positively impact the quality of mathematics learning in elementary schools.

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