The Effectiveness of the Numeracy Conversation Learning Model in Enhancing Educational Report Card Outcomes through the Strengthening of Students’ Numeracy Competence at SDN 3 Plampang
DOI:
https://doi.org/10.58258/k8ke2v08Abstract
Low numeracy skills among students remain a major challenge in efforts to improve educational quality and school performance, as reflected in the Education Report Card indicators. This issue is also observed at State Elementary School 3 Plampang, where many students continue to experience difficulties in comprehending and applying mathematical concepts in real-life contexts. Addressing this challenge requires the implementation of instructional models that encourage active student participation and meaningful learning experiences. One potential approach is the Numeracy Talk Model, which emphasizes mathematical discussions, communication, collaboration, and contextual problem-solving activities. This study employed a quantitative approach using an explanatory research design. The study population comprised 124 students at State Elementary School 3 Plampang during the 2025/2026 academic year. A total of 62 students from Grades IV, V, and VI were selected as the research sample through a total sampling technique. Data were collected using numeracy achievement tests (pre-test and post-test), observation sheets, documentation, and questionnaires. The collected data were analyzed using descriptive and inferential statistical techniques, including normality testing, homogeneity testing, linear regression analysis, and the Sobel test, with the support of SPSS software. The findings showed that the implementation of the Numeracy Talk Model descriptively contributed to improvements in students’ numeracy skills, as indicated by the increased mean scores and learning outcomes in the experimental group. However, the regression analysis demonstrated that the Numeracy Talk Model did not have a statistically significant effect on students’ Education Report Card achievement (Sig. = 0.521 > 0.05). Conversely, students’ numeracy competence was found to have a significant effect on Education Report Card achievement (Sig. = 0.029 < 0.05). Furthermore, the Sobel test results indicated that numeracy competence did not significantly mediate the relationship between the Numeracy Talk Model and Education Report Card achievement. This study concludes that the Numeracy Talk Model has not yet produced a significant direct impact on students’ Education Report Card achievement at State Elementary School 3 Plampang. Nevertheless, numeracy competence was identified as an important determinant contributing to improvements in Education Report Card achievement. Therefore, schools and teachers are encouraged to continuously develop students’ numeracy skills through active, interactive, communicative, and contextual learning approaches, supported by sustainable numeracy-oriented programs to improve the overall quality of education.References
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