Do Instructional Practices by Madrasah Teachers Promote Numeracy?
- 10.2991/assehr.k.220104.001How to use a DOI?
- Madrasah; AKMI; Instructional practices; Numeracy
This study aims to explore teachers’ experiences related to the National Assessment (AKM/AKMI), test/explore teachers’ teaching experiences that contribute to students’ competence in numeracy literacy, and test/explore teacher teaching experiences related to teaching activities that support/less support AKMI. A cross-sectional survey approach with self-report instruments was applied in this study. The data were obtained from a survey of 6,404 teachers from all over Indonesia. Data were analyzed by descriptive statistics (mean, frequency and percentage) combined with regression analysis. Important findings of this study: (a) most madrasah teachers have never attended training, seminars, courses or read reference s (articles or books) related to national assessments (especially AKMI); b) The experience of teachers participating in training, seminars, courses on leadership assignments has a significant contribution on the results of the student’s numeracy literacy test; and (c) The type of teacher’s experience on reading articles or books on the National Assessment and giving practice questions, quizzes or homework assignments that require students’ critical thinking skills contributes to supporting AKMI. The findings indicate the importance of support from madrasah leaders along with related stakeholders in order to always encourage teachers to participate in socialization (training, workshops or seminars related to AKMI). Socialization related to AKMI content also needs to be carried out more massively by the Ministry of Religion (through digital content or various other creative ways in the midst of this pandemic).
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Kusaeri Kusaeri AU - Yusuf H. Yudha AU - Yuna P. Kadarisman AU - Ahmad Hidayatullah PY - 2022 DA - 2022/01/13 TI - Do Instructional Practices by Madrasah Teachers Promote Numeracy? BT - Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) PB - Atlantis Press SP - 1 EP - 5 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220104.001 DO - 10.2991/assehr.k.220104.001 ID - Kusaeri2022 ER -