Numeracy Policy in the Indonesian Curriculum: A Literature Review on the Implementation, Challenges, and Strategies for Strengthening Numeracy

Ni Luh Sakinah Nuraini, Ali Imron, Nurul Ulfatin, Bambang Budi Wiyono

Abstract


More than twenty recent studies on the application of numeracy in the Indonesian National Curriculum—including the Independent Curriculum—are examined in this study. The purpose of this study is to look at numeracy policies in the education curriculum in Indonesia and to look at the implementations, problems, and strategies used to improve students' ability to read and write. The results of the review show that despite government policies aimed at improving numeracy, education still faces many challenges. These include unprepared teachers, lack of educational resources, and various learning methods that are not fully suited to real-world situations. The study also found that some potential strategies for improving numeracy literacy are the integration of numeracy across subjects and ongoing teacher training. The results emphasize that governments, educators, and communities must work together to support the strengthening of numeracy in accordance with needs.

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