Remeasuring Numeracy Literacy Skills: How Is the Students' Skills Post Pandemic?

Abstract

Numeracy literacy refers to an individual’s ability to apply knowledge, methods, facts, and mathematical tools in everyday life. Recognizing the significance of numeracy literacy in daily life emphasizes the need for students to acquire these skills from an early age. The objective of this study is to delineate the numeracy literacy profile of students in Madrasah Ibtidaiyah (Islamic-based elementary schools) after the covid-19 pandemic, specifically in numerical concepts. The study employed a qualitative approach with a phenomenological method. Data were collected through tests, interviews, and document analysis. The data underwent processing using Milles and Huberman analysis techniques, including data reduction, data display, and conclusion/verification. The research participants consisted of 132 of fourth grade students at Madrasah Ibtidaiyah, Bandung. Traditionally, students’ numeracy literacy skills are classified as basic. Students possess fundamental computational math skills, demonstrated by their ability to solve direct equations. They exhibit proficiency in understanding fractions, identifying the position of fractions on a number line, comparing two fractions, performing addition and subtraction of two whole numbers, and determining the Lowest Common Multiple (LCM) quite well. Therefore, in an effort to enhance students’ numeracy literacy skill, students require tutoring through learning strategies tailored to post-pandemic covid-19 conditions, considering their initial abilities. Keywords: numeracy literacy skills, post pandemic, students’ skills