Menyadari Numerasi di Kehidupan Sehari-hari
Summary
TLDRThis video script emphasizes that numeracy, the ability to use mathematical concepts to solve everyday problems, is not just the responsibility of math teachers but involves all educators. It illustrates how numeracy is integral to daily life, from children's play to adult decision-making. The script discusses the importance of teachers across subjects developing their numeracy skills to better prepare students for real-world applications. It outlines stages of numeracy competence and offers strategies for improvement, such as understanding mathematical concepts, practicing daily, and applying numeracy in various contexts.
Takeaways
- 📚 Mathematics teachers are not the only ones responsible for improving students' numeracy skills; all subject teachers play a crucial role in developing numeracy.
- 🔢 Numeracy is not the same as mathematics but is the ability to use mathematical concepts, procedures, facts, and tools to solve everyday problems.
- 🌐 Numeracy is a skill that is used in daily life activities and can be seen in children's play, such as sorting and selecting toys based on size, shape, weight, or color.
- 🛒 As adults, numeracy is evident when making decisions and solving problems efficiently, such as in transactions using money or calculating discounts and percentages.
- 🏫 Teachers from various subjects, including economics and physical education, can incorporate numeracy into their teaching to help students manage real-life situations.
- 📈 Numeracy is not limited to mechanical and procedural problems; it also involves the application of mathematics in various contexts.
- 📊 The Indonesian Ministry of Education's regulation 0340/2022 outlines that numeracy competencies among teachers are diverse and include awareness, formulation, and interpretation of mathematical problems.
- 📝 Teachers at the developmental stage of numeracy are aware of it as a basic mathematical ability for solving everyday problems and are beginning to understand the content and context of numeracy.
- 🎓 Teachers at the proficient stage can describe numeracy as the ability to apply mathematics to solve everyday problems and can choose the appropriate concepts and contexts needed to solve numeracy problems.
- 📈 Strategies to improve numeracy competencies include studying and understanding various numeracy concepts, practicing daily with basic mathematics, and using technology and games.
- 🤔 Teachers are encouraged to identify and map problems in various contexts to become more familiar with organizing diverse contexts, such as personal, social, cultural, and scientific issues.
Q & A
What is the role of numeracy in a student's education according to the script?
-Numeracy plays a crucial role in a student's education as it is not only the responsibility of math teachers but all subject teachers to develop students' numeracy skills, which are essential for solving everyday problems.
How is numeracy different from mathematics according to the transcript?
-Numeracy is the ability to use mathematical concepts, procedures, facts, and tools to solve everyday problems, whereas mathematics is a field of study that includes abstract concepts like numbers, geometry, algebra, and calculus.
Can you provide examples of how numeracy is used in daily activities as mentioned in the script?
-Numeracy is used in various daily activities such as sorting or choosing toys by size, shape, weight, or color during childhood play, and in adulthood, it is used for efficient decision-making, problem-solving, and transactions like using money.
What are some real-world contexts where numeracy is applied as per the transcript?
-Numeracy is applied in real-world contexts such as calculating discounts, dividing costs among individuals, measuring areas of rooms or land, estimating fuel consumption, and calculating risks and benefits related to medication.
How can teachers from different subjects contribute to students' numeracy skills as suggested in the script?
-Teachers from different subjects can contribute to students' numeracy skills by using real-world contexts related to their subjects, such as economics teachers using discount contexts or physical education teachers measuring field areas.
What are the various competencies of numeracy teachers according to the transcript?
-Numeracy teachers' competencies range from being aware of numeracy as a basic mathematical ability for solving everyday problems (development stage) to being able to describe numeracy as the ability to apply mathematics to solve everyday problems and choosing the necessary concepts and contexts (competent stage).
What strategies are suggested in the script for teachers to improve their numeracy competencies?
-The script suggests strategies such as learning and understanding various numeracy concepts and contexts, practicing daily with basic mathematics, using technology-based games, and seeking guidance from math teachers.
How can teachers identify and map problems in various contexts to improve numeracy?
-Teachers can identify and map problems by encountering a variety of everyday life situations related to numeracy concepts, becoming familiar with organizing various contexts such as personal, social, cultural, and scientific.
What is the difference between solving numeracy problems and mathematical problems as per the script?
-The difference lies in the application of numeracy as a critical awareness that builds a bridge between mathematics and the real world, focusing on the practical application of mathematical concepts to solve real-life problems, whereas mathematical problems are more abstract and theoretical.
Can you explain the example of calculating travel time to an event given in the script?
-The example illustrates how to calculate the estimated time needed for a journey from Jakarta to Bogor for an event, considering the time taken by motorbike to the station and then by KRL, ensuring arrival at the correct time for the event.
How does the script describe the process of solving problems using a numeracy lens?
-The script describes the process as involving formulating, using, and interpreting knowledge and processes in numeracy to find solutions, emphasizing the application of numeracy to understand and solve real-world problems effectively.
Outlines
📚 The Importance of Numeracy Across All Subjects
This paragraph emphasizes the crucial role of numeracy in education, not just within mathematics but across all subjects. It explains that numeracy is the ability to use mathematical concepts and procedures to solve everyday problems. It's not limited to basic arithmetic but extends to applying these skills in real-world contexts. The paragraph also highlights how numeracy is already being used by children in play and by adults in decision-making and problem-solving. It concludes by pointing out that all teachers, not just math teachers, play a significant part in developing students' numeracy skills.
🔍 Understanding Numeracy and Its Application in Daily Life
The second paragraph delves deeper into the concept of numeracy, contrasting it with the abstract nature of mathematics taught in schools, which includes numbers, geometry, algebra, and other areas. It discusses the importance of applying mathematical knowledge in practical, daily situations, such as sorting toys by size or weight, playing traditional games, and using mathematics for transactions and discounts. The paragraph also touches on the different stages of a teacher's competency in numeracy, from being aware of the concept to being able to describe and choose the right content and context for solving numeracy problems.
🛠 Strategies for Enhancing Teachers' Numeracy Competence
The final paragraph focuses on strategies to improve teachers' numeracy skills. It suggests revisiting mathematical content, practicing daily with basic math, utilizing technology and games, and seeking guidance from math tutors. The paragraph also encourages teachers to identify and map problems within various contexts to become more familiar with organizing different situations related to numeracy. It concludes by emphasizing the importance of numeracy as a critical awareness that bridges the gap between mathematics and real-world applications.
Mindmap
Keywords
💡Numeracy
💡Mathematics
💡Problem Solving
💡Education
💡Competency
💡Abstraction
💡Daily Life
💡Strategies
💡Context
💡Discounts
💡Critical Awareness
Highlights
Numeracy is not just the responsibility of math teachers but involves all subject teachers in developing students' numeracy skills.
Numeracy is the ability to use mathematical concepts, procedures, facts, and tools to solve everyday problems.
Mathematics in schools generally studies abstract concepts including numbers, geometry, algebra, combinatorics, calculus, and trigonometry.
Numeracy is not limited to using numbers for basic arithmetic but also for mechanical and procedural problems.
Children use numeracy in play, such as sorting or choosing toys based on size, shape, weight, or color.
Traditional games like congklak and monopoly can be used to develop numeracy skills.
Numeracy is evident in adult life through decision-making and problem-solving processes.
Examples of daily numeracy use include calculating discounts, dividing costs, measuring areas, and estimating fuel consumption.
Teachers from various subjects can integrate numeracy into their lessons, such as economics teachers using discounts in learning.
Numeracy competencies of teachers are diverse and can be self-assessed to identify areas for improvement.
Teachers at the developing stage are aware of numeracy as a basic mathematical ability to solve everyday problems.
Teachers at the proficient stage can describe numeracy as the ability to apply mathematics to solve daily problems and choose the necessary concepts and contexts.
Strategies to improve numeracy competencies include understanding various numeracy concepts and contexts, practicing basic mathematics daily, and using technology-based games.
Teachers can identify and map problems in various contexts to become more familiar with organizing diverse contexts.
Comparing and finding differences in numeracy and mathematics problems helps teachers to capture the characteristics of each.
Applying a numeracy lens to find solutions involves formulating, using, and interpreting knowledge and processes in numeracy.
Improving numeracy competencies does not mean focusing only on counting skills but also building a critical awareness that bridges mathematics and the real world.
Transcripts
Siapa yang masih berpikir bahwa hanya
guru matematika saja yang bertanggung
jawab untuk meningkatkan kemampuan
numerasi murid di
sekolah ternyata guru dari semua mata
pelajaran memiliki peran penting
loh dalam mengembangkan kemampuan
numerasi
murid Hm kok Kok bisa
ya Mari kita lihat Bagaimana numerasi
menjadi Aspek penting dalam kehidupan
dan dapat ditemukan di sekitar kita ibu
dan bapak numerasi itu tidak sama dengan
matematika namun tidak bisa
dipisahkan lalu apa sih yang dimaksud
dengan istilah numerasi dan bagaimana
kaitannya dengan mata pelajaran
matematika numerasi adalah kemampuan
untuk menggunakan konsep prosedur fakta
dan alat matematika untuk memecahkan
masalah
sehari-hari mata pelajaran matematika di
sekolah pada umumnya mempelajari materi
yang bersifat abstrak yang mencakup
konsep fakta prinsip dan
prosedur materi yang dipelajari seperti
bilangan geometri
aljabar
kombinatorik kalkulus trigonometri dan
lain-lain jadi numerasi tidak terbatas
pada kemampuan menggunakan angka untuk
menambah mengurangi
menggalikan dan
membagi bukan juga hanya untuk
permasalahan yang bersifat mekanistik
dan
prosedural namun Bagaimana kita dapat
menerapkan matematika tersebut dalam
konteks dunia nyata numerasi dalam
aktivitas sehari-hari sebenarnya sudah
digunakan sejak anak-anak misalnya saat
bermain anak-anak dapat menyortir atau
memilih mainan menurut ukuran bentuk
berat atau
warna beberapa permainan tradisional
juga bisa ibu dan bapak mainkan seperti
permainan congklak bola
monopoli dan lain-lain ketika beranjak
dewasa numerasi lebih banyak terlihat
ketika digunakan untuk proses menanggapi
membuat keputusan dan memecahkan masalah
secara
efisien bahkan kita seringkiali
menggunakannya tanpa berpikir misalnya
transaksi dengan menggunakan uang yang
sering kita lakukan hampir setiap
hari beberapa contoh sehari-hari lainnya
seperti sat penggunaan presentase dan
pengurangan saat menerapkan diskon dua
menggunakan pembagian saat menghitung
biaya per orang
tiga mengukur luas ruangan atau tanah
[Musik]
empat menghitung konsumsi bahan
bakar l perhitungan tentang risiko biaya
dan manfaat yang terkait dengan obat dan
resep Nah akhirnya kita tahu bahwa tidak
hanya guru matematika saja yang bisa
bermain peran seperti tadi misalnya guru
ekonomi dapat menggunakan konteks diskon
dalam pembelajaran guru olahraga dapat
mengukur luas lapangan guru IPA dapat
memperkirakan jumlah bahan bakar yang
digunakan dan lain
sebagainya Ternyata semua guru mata
pelajaran dalam mendampingi murid
mengakses menggunakan menafsirkan hingga
mengkomunikasikan matematika untuk
mengelola berbagai situasi dalam
kehidupan sehari-hari berdasarkan
perdirjen 0340 Tahun
2022 kompetensi numerasi guru untuk
aspek numerasi ternyata beragam Loh ibu
dan bapak silakan dapat Melakukan
asesmen mandiri untuk melihat ada di
mana kemampuan ibu dan bapak
namun materi kali ini untuk ibu dan
bapak di tahap berkembang dan layak Ya
seperti apa ya gambarannya tahap layak
dan berkembang itu Mari kita
simak guru yang memiliki kompetensi
numerasi di tahapan berkembang biasanya
menyadari numerasi sebagai kemampuan
dasar matematika untuk memecahkan
permasalahan sehari-hari Selain itu di
tahap ini guru juga baru menyadar dari
konsep konten dan konteks numerasi serta
proses penyelesaian masalah numerasi
yang meliputi tahap
memformulasikan menggunakan dan
menginterpretasikan sedangkan Pada
tahapan layak guru sudah mampu
mendeskripsikan numerasi sebagai
kemampuan untuk menerapkan
matematika menyelesaikan permasalahan
sehari-hari guru juga sudah dapat
memilih kon dan t yang diperlukan dalam
memecahkan suatu permasalahan numerasi
yang meliputi tahap
memformulasikan menggunakan dan
menginterpretasikan nah Apakah ibu dan
bapak sudah melihat
perbedaannya benar
sekali Jika tahap berkembang kemampuan
numerasi guru masih di tahap
menyadari sedangkan tahap layak sudah
mulai
mendeskripsikan dan memilih jika Ibu ibu
dan bapak masih Pada tahapan berkembang
maupun layak tidak perlu khawatir ya ini
berarti ibu dan bapak masih memiliki
kesempatan yang luas untuk meningkatkan
kompetensi numerasi menuju Pada tahapan
cakap dan Mahir Bagaimana
caranya berikut strategi meningkatkan
kompetensi numerasi
guru pertama pelajari dan pahami
berbagai konsep konten dan konteks
numerasi guru dapat memperkaya
pengetahuan diri dengan mempelajari
kembali konten matematika meliputi
domain bilangan geometri dan pengukuran
aljabar dan analisis data Bagaimana
caranya guru dapat menggunakan
matematika dasar setiap hari untuk
melakukan pengulangan dan latihan
mencoba memanfaatkan teknologi berbasis
permainan dan juga meminta bimbingan
dari guru matematika sebagai
tutor kedua berlatih Identifikasi dan
petakan masalah dalam ragam konteks
semakin banyak masalah dan situasi yang
ditemui dalam kehidupan sehari-hari dan
dikaitkan dengan konsep numerasi maka
guru akan menjadi lebih familiar dalam
pengorganisasian ragam
konteksnya personal sosial budaya dan
saintifik
masalah yang diklasifikasikan dalam
kategori konteks personal contohnya
keperluan menghitung estimasi waktu
perjalanan
misalnya ibu dan bapak ingin berangkat
ke bogor dari Jakarta untuk menghadiri
acara perjalanan memakan waktu 30 menit
dari rumah ke stasiun dengan menggunakan
motor lalu dilanjutkan menggunakan KRL
dengan waktu 90 menit acara akan dimulai
pukul
WIB berarti Ibu dan Bapak harus
berangkat maksimal di pukul 6 agar dapat
datang tepat
waktu ketiga bandingkan dan temukan
perbedaan soal-soal numerasi dan
matematika ini dilakukan agar guru dapat
semakin lihai dalam menangkap
karakteristik perbedaan antara
matematika dan
numerasi mis i BAP memutuskan untuk
berangkat pukul
530 Hal ini dilakukan dengan
numerasi Anda berangkat naik motor pukul
5.30 dan naik KRL pukul 6 ibu dan bapak
akan tiba pukul
.30 Anda masih memiliki rentang waktu 30
menit untuk sarapan atau merapikan diri
sebelum mengikuti acara pukul
jika dibandingkan dengan perhitungan
matematika ibu dan bapak muhkan waktu
perjalanan 90 menit D 30 menit ama 120
menit atau 2 jam ibu dan bapak bisa
berangkat pukul 6. dan tiba pas di pukul
00 ketika kita akan belanja ke pusat
perbelanjaan atau
e-commerce terdapat diskon 20% plus 10%
barang a dan 30% barang b dengan
kemampuan matematika yang kita miliki
kita jumlahkan diskonnya dan berpikir
bahwa sama-sama mendapat diskon
30%. ketika kita bernumerasi kita akan
berpikir ulang dan memastikan maksud
dari diskon tersebut kepada petugas toko
Apakah
benar ternyata perhitungannya tidak 20%
+ 10% = 30% namun harga barang a hitung
diskon 20% kemudian hasilnya dihitung
lagi diskon
10%. harga a misalnya Rp100.000
dikurangi 20% =
r0.000 kemudian r80.000
- 10% =
r2.000 maka harga a yang harus dibayar
adalah
Rp72.000 nah Manakah yang lebih murah
diskon 20% plus 10% atau
30%.
terakhir Deskripsikan masalah dan
aplikasikan proses penyelesaian dari
lensa numerasi saat mencari
solusi melalui lensa numerasi berbagai
solusi yang dapat diambil dengan
mengaplikasikan pengetahuan proses dalam
numerasi yang meliputi
memformulasikan menggunakan dan
[Musik]
menginterpretasikan nah itu tadi
Berbagai upaya dan strategi bagi guru
dalam mengembangkan kompetensi
numerasinya dalam meningkatkan
kompetensi numerasi guru bukan berarti
Ibu dan Bapak harus terus fokus
meningkatkan keterampilan berhitung ya
ingat ya numerasi adalah kesadaran
kritis yang membangun jembatan antara
matematika dan dunia
nyata Selamat
[Musik]
mencoba
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