Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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Do Instructional Practices by Madrasah Teachers Promote Numeracy?

Authors
Kusaeri Kusaeri1, *, Yusuf H. Yudha2, Yuna P. Kadarisman3, Ahmad Hidayatullah4
1Department of Mathematics Education, UIN Sunan Ampel Surabaya, Surabaya, Indonesia
2Department of Psychology, Universitas Pancasila, Jakarta, Indonesia
3MAN Insan Cendikia Serpong, Tengerang, Indonesia
4Directorate of Curriculum, Infrastructure, Institutions, and Students Affairs Ministry of Religious Affairs, Republic of Indonesia
*Corresponding author. Email: kusaeri@uinsby.ac.id
Corresponding Author
Kusaeri Kusaeri
Available Online 13 January 2022.
DOI
10.2991/assehr.k.220104.001How to use a DOI?
Keywords
Madrasah; AKMI; Instructional practices; Numeracy
Abstract

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).

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
13 January 2022
ISBN
978-94-6239-511-4
ISSN
2352-5398
DOI
10.2991/assehr.k.220104.001How to use a DOI?
Copyright
© 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

risenwbib
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  -