The change in curriculum aims to improve the quality of content and learning. One of the backgrounds of the curriculum revision is based on international tests on students’ competency and literation, such as PISA. In PISA, literacy-numeracy becomes one of the essential evaluation of mathematics competency. Therefore, the use of literacy problems should be administered in the primary school class. In order to implement the literacy-numeracy problem in the class well, the teachers are required to be able to develop functional literacy problems. This workshop on writing literacy-numeracy for elementary teachers in Ponorogo City was conducted in three stages. The first stage collected the fundamental knowledge of the teachers about what they understand about literacy-numeracy. The second stage was a discussion about the literacy-numeracy and its both background and classroom implementation, especially in elementary school. The last stage was the teachers’ workshop in arranging the literacy-numeracy problems. In the end, the problems developed by the teachers were analyzed based on literacy-numeracy criteria. Besides, the participants also gave feedback using a questionnaire as the information for the effectivity of the workshop.
In this study, we aimed at demonstrating the power of Variation Theory in exploring the local situation of Indonesian teachers and Teacher Professional Development program. The projection of Variation theory regarding the enterprise of teaching results on the need of sensitivity of students and exemplary teaching strategy that differ with teachers teaching style. Besides, It requires more opportunities for teachers to understand the critical feature of object of learning. By sequence of activity that elaborating variation theory and regards the local situation might imply the improvement of students learning.
This paper analyses Indonesian primary students" Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students" categories (Good, Middle and Low) were established by cluster analysis methodology. The most students" challenge on MLT was space and shape as well as uncertainty and data"s content problem. The description of profile of primary students" mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.
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