The Transformation of Junior High School Mathematics Teachers in Yogyakarta to Enhance AI-Driven Numeracy Literacy for Regional Education Standardization Assessment (ASPD)
DOI:
https://doi.org/10.38035/dijemss.v6i2.3756Keywords:
Numeracy literacy, Mathematics, Junior High School, Regional Education Standardization Assessment (ASPD), Artificial Intelligence (AI)Abstract
The modest rise in the Programme for International Student Assessment (PISA) in numeracy literacy necessitates that junior high school students improve their numeracy literacy skills by incorporating Artificial Intelligence (AI) into Mathematics instruction. Comprehending numeracy literacy is crucial for students to effectively address questions in the Regional Education Standardization Assessment (ASPD). Teachers are important figures in the success of Indonesia's human resources that are AI literate. The problem that occurs in facing the industrial revolution is the literacy ability of adolescent students in Indonesia. Have the teachers commenced the implementation of numeracy and literacy-based learning activities? What methods do mathematics teachers employ to instruct students in numeracy literacy issues? In what ways do mathematics teachers employ Artificial Intelligence (AI) to tackle the Regional Education Standardization Assessment (ASPD)? This research method utilizes a qualitative technique. The research period is scheduled for August 2024 in Yogyakarta. The research subjects are Mathematics teachers at three junior high schools in Yogyakarta. The research findings indicate that junior high school mathematics teachers have already adopted AI-driven transformation with their students; nevertheless, the learning pace differs for teachers and students, as demonstrated by the ASPD scores. Adaptive teachers provide learning activities that correspond with contemporary circumstances by integrating numeracy literacy into daily living, thereby aiding students in addressing ASPD challenges.
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