The numerical skills and scaffolding forms: The diagnosis of junior high school students

Abstract

Cognitive learning outcomes consist of reading and numeracy as measured through a minimum competency assessment. The purpose of this research is to explore numeracy skills in the subject of numbers and determine its scaffolding form. The subjects in this study were 56 students of grade VII in Cirebon. The instruments used include the test of numeracy skills, documentation, and interview guideline. Determination of the subject of analysis of test results and interviews were selected by purposive sampling. The data were analyzed descriptively through the following stages, namely, data reduction, data presentation, and conclusion drawing. The results showed that the research subjects were still not familiar with numeracy questions which had the characteristics of always being preceded by texts, did not understand what was known and asked in the questions, so they tended to guess the answers and needed to be reminded of the prerequisite material. From the results of this study, teachers can develop learning media, develop project-based integrated with scaffolding, develop teaching materials that accommodate numeracy skills, or apply differentiated learning.