Numeracy literacy assessment in plane geometry for Grade V
DOI:
https://doi.org/10.21831/pep.v30i1.93986Keywords:
madrasah ibtidaiyah, numeracy literacy assessment, plane geometryAbstract
This descriptive qualitative case study examines numeracy literacy-based assessment in Grade 5 plane geometry. It describes the assessment forms, analyzes how well they reveal students’ conceptual understanding and mathematical reasoning, and identifies implementation challenges and teachers’ refinement strategies. Participants were the Grade 5 mathematics teacher and all Grade 5 students. Data were collected through in-depth interviews, classroom observations, a contextual plane-geometry numeracy test, and documentation of teaching materials and students’ work, then analyzed interactively (reduction, display, conclusion) with source and technique triangulation. The findings indicate that contextual numeracy literacy assessment reveals variations in students’ understanding more clearly than procedural assessment. Students who could interpret problem contexts demonstrated more structured reasoning when selecting and applying area and perimeter concepts. In contrast, students with weaker contextual reading skills tended to show misconceptions, particularly in distinguishing between geometric concepts. The results also show that supportive learning environments, visual media, and teacher scaffolding strategies influence the effectiveness of numeracy literacy assessment. Findings show that the assessment used contextual story problems supported by a literate classroom environment, visual media (Smart TV, posters, concrete objects), and heterogeneous group work. Responses were scored with an analytic 0–4 rubric and classified into high, moderate, and low levels. The assessment revealed varied solution strategies and common misconceptions about area and perimeter and showed that success strongly depended on students’ ability to read and interpret problem contexts. Key constraints included uneven literacy levels, limited time for detailed feedback, and suboptimal use of digital media. The teacher addressed these through routine contextual-reading practice, authentic measurement projects, strengthened visual support, and peer tutoring. Overall, the study confirms that numeracy literacy assessment functions effectively as a diagnostic tool and a basis for improving geometry instruction in the madrasah ibtidaiyah context.
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