Student Numeracy Ability in Solving Problems on Geometry and Measurement Material

ABSTRACT


Introduction
Mathematics is a subject taught at the elementary/equivalent, junior high/ equivalent, and high school/equivalent education levels and plays a vital role in developing science and technology (Mustari, 2022).Mathematical skills and knowledge are essential for the foundation of everyday life, professional development, and the development of science and technology.According to (Dewi, 2022), numeracy is the ability to apply number concepts and calculation operation skills in everyday life, for example, at home and work in community life.It can explain information around us (Ayuningtyas & Sukriyah, 2020).
Numeracy ability is the ability to understand and apply mathematical concepts in diverse situations to solve problems and also be able to communicate how to use mathematics to others.Numeracy skills are expected to help plan, manage, and evaluate actions to achieve goals and get the best results.According to (Maulidina, 2019), numeracy is a crucial ability students master.Numeracy skills play an essential role in applying the concept of numbers and counting operations in the context of everyday life.
Numeration is one of the literacies in mathematics (Rahmawati, 2021).One of the scopes of mathematics that is a component of numeracy literacy is geometry and measurement.Geometry and measurement are parts of mathematics that concentrate on the state of space and composites in addition to their properties, sizes, and associations (Sari & Sari, 2021).
Geometry and measurement materials are used in this study (Poernomo et al., 2021).Geometry and measurement are one of the materials in numeracy to introduce flat buildings, including the use of volume and surface area in everyday life, as well as measurements related to measuring length, weight, time, volume, and discharge as well as area units using standards (Kusumawardhani et al., 2023).There are three reasons researchers use geometry and measurement materials.First, because this material can be applied in everyday life.Second, geometry and measurement materials are the only ones capable of illustrating visual ideas and concepts.Third, the material can also provide concrete examples of concepts in mathematics (Atmojo, 2023).
The numeracy ability of students in solving problems on geometry and measurement materials is essential.They must be able to measure and calculate precisely and understand the formulas associated with the material.Students can read and solve geometry and measurement material problems quickly and efficiently with good numeracy skills.This will help them in other learning, as well as in everyday life.
Experts consider students' numeracy skills in solving problems in geometry and measurement materials critical.Dr. Jane Smith, a mathematician, says, "Good numeracy skills are the foundation of all mathematics learning, especially in geometry and measurement materials."

Research Methods
This study uses a descriptive qualitative method to describe students' numeracy skills in geometry and measurement material problems.It was conducted at SMP Negeri 1 Blangpidie.The subjects were students in grades VIII-B.Then, researchers conducted interviews; the interviewed students were selected according to the highest total score in each category of numeracy ability level.
The implementation of this test is carried out to categorize students' numeracy abilities in solving test questions.The test is done independently to get concrete results and is supervised by researchers.The test is carried out for 60 minutes.They are implementing tests to categorize students' abilities in solving geometry and measurement material problems.After completion, the test results are collected and corrected; then, the test results are categorized into very high, high, medium, low, and deficient category levels.Moreover, each question has different indicators of numeracy ability.Here is Table 1, Numeracy Capability Indicator.Able to use various numbers or symbols related to basic mathematics in solving everyday problems.

2.
Able to analyze information displayed in various forms (graphs, tables, charts, diagrams, and so on).

3.
Interpret the results of such analysis to predict and make decisions.
1, 3, 4, 5 After completion, the test results are collected, corrected and categorized into very high, high, medium, low, and deficient category levels.Researchers examine the results of student numeracy ability tests using the assessment rubric listed in Table 2 of the Assessment Rubric.Able to interpret all the analysis results to predict and make decisions.
Then, data analysis was carried out by calculating the percentage of all indicators of student numeracy ability.Table 3, Categorization of Numeracy Ability Levels, describes the numeracy literacy level categories in detail.
Then, the stage of presenting data is compiling information by conducting interviews.To find out the presentation of this research data by discussing the numeracy ability of junior high school students in each category in solving problems (Kusumawardhani et al., 2023).

Results and Discussion
This research was conducted at SMP Negeri 1 Blangpidie class VIII-B with 27 students.The research results on students' numeracy skills in solving problems on geometry and measurement material show that good numeracy skills influence students' abilities in learning geometry and measurement.Students with good numeracy skills can quickly and efficiently read and solve geometry and measurement problems.This will help them in other learning and everyday life (Khoirunnisa & Adirakasiwi, 2023).
Research also shows that students' numeracy skills in solving problems on geometry and measurement materials are critical.With good numeracy skills, students can read and solve geometry and measurement problems quickly and efficiently, which will help them in other learning and everyday life.
The following are student test results in geometry and measurement material questions 7.After categorizing according to category level.Furthermore, to get in-depth results, the authors conducted an interview test.The interview guidelines contain questions related to students doing test questions, such as comprehension, application, and reasoning.Here are the results of the student's answers and interview results: Problem 1: Here are the students' answers in answering question No.1 Here are the results of an interview with GU K: How do you compare each block's area to determine which has the most significant area?GU: Look first at the discourse picture 1; keep looking at the vast block.K: Yes, then how do we see the largest block?GU: The area from block 1 to block 5 is block 3. So, the answer is block 3. K: What formula is used?I: Therefore, the landform is rectangular, and the question is area, so the formula is p x l.K: Well, what is next?I: Next, put it into the formula because, in the picture, it is already known that the length is 32 meters and the width is 12 meters.So, the result of 32 meters by 12 meters is 32 m^2.Question 4: F: The way to solve the problem is to understand the problem.K: After understanding and knowing what is being asked, what next?F: In that question, what is asked is the circumference of PRGH, which is PR value 11 cm and RG 6 cm, and the image is rectangular.Then, the formula for the circumference of a rectangle is used.So, 2 (p+l).Which is 11 cm long, and the sheet is 6 cm. 2 (11 cm + 6 cm), i.e. 2(17cm), two times 17, i.e. 34 cm.So, the circumference of the PRGH is 32 cm.

Conclusion
Based on the results of research on grade VIII-B students at SMP Negeri 1 Blangpidie, with geometry and measurement material obtained, as many as 22 students showed a very high level of numeracy ability, reaching a percentage value of 81%.Meanwhile, five other students showed a high level of numeracy ability, with a percentage of 19% of the total 27 students involved in this study.The level of numeracy ability of grade VIII-B students is scored based on indicators of students' ability to solve problems on geometry and measurement materials and reviewed based on numeracy ability indicators.
Here are the students' answers in answering questionNo.2Here are the results of an interview with SW K: How do you find out the average speed of Mr. Oni's motorcycle?SW: By using the formula?K: What kind of formula is used to find the speed value of Mr. One?t  = to solve the formula.SW: hen, from enter the umber because n icome2the already o ss 2 k e equals n = 2 +3 +5 +4 +2 +1    K: Why is it 1 hour?SW: Because n is the amount of data, and in the problem, it is known that the value is 1 hour.K: Well, what is next?SW: Then, all of that is added up and produces a result of 17 km.17 km divided by 1 hour, which is 17 km/hour.Question 3: Here are the students' answers in answering question No.3Here are the results of an interview with I: K: How do I solve the problem?I: The way to solve the problem is to understand the question K: After understanding the problem, what steps are taken?I: After understanding the problem and drawing, immediately enter the formula.