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IJORER : International Journal of Recent Educational Research
Homepage : https://journal.ia-education.com/index.php/ijorer
Email : ijorer@ia-education.com
p-ISSN : 2721-852X ; e-ISSN : 2721-7965
IJORER, Vol. 6, No. 1, January 2025
Page 264-277
© 2025 IJORER :
International Journal of Recent Educational Research
264
21st Century Learning: A Research Analysis of Numeracy Literacy
Trends among Students
Novi Nityasanti1*, Alfi Laila2, Amara Saida3, Baharudin4, Mohd Hanafi Mohd Yasin5
1,2,3 Universitas Nusantara PGRI Kediri, Kediri, Indonesia
4 Universitas Islam Negeri Raden Intan, Lampung, Indonesia
5 INTI International University, Nilai, Malaysia
DOI: https://doi.org/10.46245/ijorer.v6i1.726
Sections Info
ABSTRACT
Article history:
Submitted: November 26, 2024
Final Revised: January 25, 2025
Accepted: January 26, 2025
Published: January 31, 2025
Objective: This study analyzes recent trends in numeracy literacy among
primary school students in Kediri District and identifies the challenges,
opportunities, and steps to improve students' numeracy achievement in the
21st century. Method: A qualitative approach was used in this study,
including interviews with teachers, classroom observations, and
documentation of numeracy assessment results. The study involved 200 grade
4 and 5 students from 10 partner primary schools in the Campus on Duty
(CoD) program. Results: The findings indicate that numeracy literacy trends
are influenced by the integration of technology, including game-based
learning applications and online platforms. Despite limited resources and
insufficient teacher training, technology provides significant opportunities for
enhancing numeracy learning. Project-based learning and collaboration with
local technology communities were found to be effective in improving
numeracy understanding by allowing students to apply concepts in real-world
contexts. Novelty: This study emphasizes the unique role of project-based
learning and collaboration with local technology communities as strategies for
improving numeracy literacy. By integrating real-world contexts and
technology, the findings offer new insights into bridging traditional teaching
methods with innovative approaches, addressing the evolving demands of
21st-century education.
Keywords:
21st Century Learning;
Educational Innovation;
Numeracy Literacy;
Primary Education;
Technology Integration.
INTRODUCTION
In the 21st century, numeracy literacy has become an essential skill for students,
reflecting the demands of a world increasingly driven by data and technological
advancements. Despite this, numerous studies have pointed out considerable gaps in
students' numeracy abilities, especially in developing countries like Indonesia.
Integrating technology and innovative teaching methods has been suggested to bridge
these gaps. However, challenges such as limited access to resources, inadequate teacher
training, and varying levels of technological adoption continue to persist (Suryani &
Nugroho, 2021; Ahmed & Khan, 2022; Beauchamp & Kennewell, 2013). Understanding
the trends and factors influencing numeracy literacy is crucial for developing effective
interventions. This study aims to explore these trends, focusing on integrating
technology, project-based learning, and contextualized approaches in numeracy
education, especially for primary school students in Kediri District. By examining these
elements, the research addresses the urgent need for innovative and adaptable
strategies to improve numeracy literacy in 21st-century learning environments.
Numeracy literacy is a crucial component of education in the 21st century (Fischer &
Neumann, 2016; Moyo & Ndhlovu, 2021; Schleppegrell, 2018; Simons & de Vries, 2019).
Amidst rapid technological advancements and socio-economic changes, numeracy
literacy equips students with the necessary skills to tackle future challenges. It
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
265
encompasses the ability to understand and apply mathematics in everyday life,
enabling individuals to make informed decisions and solve practical problems (Park &
Kim, 2020); it is essential for tackling complex problems that arise in both social and
professional life (Wesseling, 2021; Xiao, & Liu, 2020; Yılmaz & Demir, 2019; Cozma,
2020). In this context, numeracy extends beyond understanding numbers and basic
operations. It also involves the ability to think critically and analytically and the
capacity to use technology to solve problems effectively (Rashid & Maher, 2021;
Thomas, 2000).
However, students' numeracy literacy faces significant challenges in many countries,
including Indonesia. Various studies reveal that numeracy achievement among
Indonesian students, particularly at the primary level, remains inadequate. According
to the 2023 Minimum Competency Assessment (MCA) report, only a few students
could solve intermediate numeracy problems, highlighting a gap between the
curriculum and students' abilities. The current trend in numeracy literacy education is
shifting towards technology and problem-based learning. However, many regions still
struggle to implement these approaches effectively. This underscores the considerable
gap in implementing technology-based numeracy literacy and the need to adapt to local
contexts in Indonesia.
Numeracy literacy is a fundamental skill every individual needs to understand and
apply numerical information daily. In a world increasingly shaped by technology and
data, numeracy literacy goes beyond just the ability to count. It involves the capacity to
interpret, analyze, and use numerical data effectively in various contexts, from personal
decisions to professional and societal challenges (OECD, 2018; UNESCO, 2019; Smith &
Brown, 2020; OECD, 2019). It encompasses thinking critically, solving problems, and
interpreting data effectively. With technological advancements and the shift towards a
knowledge-based economy, numeracy skills are becoming increasingly essential in
addressing global challenges, such as climate change, the development of the digital
economy, and the Fourth Industrial Revolution (Industry 4.0). These skills are vital for
navigating the complexities of the modern world and finding solutions to pressing
issues (UNESCO, 2020; Johnson & Clarke, 2017; Anderson & Smith, 2018; Perez &
Gonzalez, 2019; Brown & Lee, 2020). Therefore, numeracy literacy is relevant within an
educational context and is a crucial life skill necessary for active participation in an
increasingly complex society. It empowers individuals to make informed decisions,
engage in problem-solving, and navigate the challenges of modern life (OECD, 2020).
However, despite the crucial role of numeracy literacy in equipping students with
the necessary skills to face the challenges of an increasingly complex world, the
numeracy literacy achievements of students in Indonesia still show concerning figures.
Based on the results of the Minimum Competency Assessment (MCA) conducted by the
Indonesian Ministry of Education and Culture in 2023, only a tiny proportion of
students could reach the expected level of numeracy skills. This outcome reflects a
significant gap between the curriculum goals and the actual achievements of students in
numeracy (OECD, 2019; Carter & Reynolds, 2022; Lin & Huang, 2018).
This gap is also reflected in various factors influencing numeracy literacy in
Indonesia, including limited access to adequate educational resources, suboptimal
teacher training, and varying levels of technological adoption across different regions.
Although technology has been integrated into education in certain areas, many regions
still face difficulties effectively utilizing technology to enhance students' numeracy
literacy.
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
266
One key aspect that requires attention is integrating technology and innovative
teaching methods to improve numeracy literacy. Although efforts have been made to
adopt project-based learning and technology in numeracy education, significant
challenges remain, particularly concerning resource gaps and teachers' readiness to
implement these methods effectively. This highlights that while technology offers great
potential to improve numeracy literacy, without proper support, its full potential has
yet to be realized across Indonesia. In this context, there is a pressing need for more
adaptive and innovative educational policies to bridge the gap between the curriculum
taught and the student's abilities. Focused efforts are needed to improve teacher
training, expand access to educational technology, and develop teaching methods
relevant to the local context. These efforts would strengthen students' numeracy literacy
achievements and better prepare them to face the challenges of a world increasingly
reliant on numeracy and technology.
The factors contributing to low numeracy literacy among students in Indonesia are
multifaceted. One significant cause is the limited innovation in teaching methods, with
many schools still relying on traditional approaches that emphasize memorization and
repetitive practice problems, rather than fostering a deeper understanding of
mathematical concepts. Moreover, the underutilization of technology in numeracy
education exacerbates the issue (Greenfield & Blackwell, 2020; Wong & Lim, 2021;
Vasquez & Martinez, 2019). In the current digital age, technology-driven learning
resources have the potential to enhance students' numeracy skills significantly.
However, their use remains limited. Research by Hattie (2009) shows that effectively
integrating technology into learning can substantially improve student outcomes.
Therefore, it is crucial to identify the factors influencing numeracy literacy and develop
suitable strategies to help students cultivate more substantial and relevant numeracy
skills for the challenges of the 21st century.
To further enhance the novelty of this research, it is important to integrate the most
recent studies, particularly those published in 2025, as they will provide fresh insights
into advancements and trends in numeracy education. This inclusion will ensure the
research stays relevant and up-to-date with the latest developments. In addition, the
research questions should be outlined in great detail, offering a clear focus for the study
and allowing for a more precise exploration of the topic. Moreover, ensuring alignment
between the research questions, findings, and discussion is crucial to creating a logical
and cohesive narrative throughout the study. This consistency will help to strengthen
the overall analysis, providing a clear understanding of how the study's objectives,
results, and implications are interconnected.
RESEARCH METHOD
This research utilized a qualitative approach with a literature review and case study
design. The qualitative approach was selected to comprehensively understand
numeracy literacy trends among primary school students in the Kediri district. A
literature review was conducted to identify relevant theories and previous findings on
numeracy literacy at both global and local levels, forming the basis for analysis within
the Indonesian context. Case studies were then employed to examine the specific
challenges and situations faced by students in the selected schools. This study's subjects
consisted of 200 grade 4 and 5 students from 10 elementary schools in the Kediri
district. The selection of these students was purposive, aiming to obtain a representative
sample of those at the bare stage of numeracy literacy mastery. In addition to the
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
267
students, teachers who taught mathematics and numeracy literacy were also involved
as informants to provide insights into numeracy learning in the classroom.
Several techniques were used to collect data. First, a literature review explored
theories on numeracy literacy, 21st-century learning, and previous studies on trends
and challenges in numeracy literacy. Second, in-depth interviews were conducted with
teachers and students to understand better their perceptions of numeracy literacy, their
learning experiences, and the factors influencing numeracy outcomes. The interviews
with teachers focused on teaching strategies for numeracy, while student interviews
aimed to gauge their understanding of numeracy literacy. Third, direct classroom
observations were conducted to observe the interaction between teachers and students
and the teaching methods used in numeracy literacy. Finally, documentation of student
numeracy assessment results, learning progress reports, and other relevant documents
provided additional data to offer a clearer picture of the numeracy literacy levels in the
observed classrooms. The research instruments used for the data collection are
presented as follows.
Table 1. Research instruments
No
Aspects
Instrument
Research
Acquired Indicators/Aspects
1
Recent trends in
numeracy literacy among
students in Indonesia.
Literature
study
Technological advancements in
numeracy education: The
application of context-based
teaching methods, such as problem-
based learning; the integration of
numeracy literacy in mathematics
education for the 21st century; and
the utilization of digital tools and
online resources to enhance
numeracy instruction.
2
The challenges students
and teachers face in
numeracy literacy
learning in the 21st
century.
Teacher
Interview
The challenges of integrating
technology into numeracy learning
stem from limited time and
resources, which hinder the
implementation of more context-
specific and innovative learning
approaches.
3
Opportunities that can be
leveraged to improve
primary school students'
numeracy literacy
outcomes in the face of
social and technological
changes.
Teacher
Interview
The challenges of integrating
technology into numeracy learning
include the constraints of limited
time and resources, which impede
the adoption of more contextually
relevant and innovative teaching
methods.
RESULTS AND DISCUSSION
Result
This section presents the key findings derived from the study's analysis. The results
offer valuable insights into the effectiveness of numeracy literacy interventions and the
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
268
role of different instructional strategies in enhancing student outcomes. Based on
qualitative data, the study underscores the influence of technology integration,
problem-based learning, and collaborative approaches in boosting numeracy skills in
primary education. The following subsections will provide a detailed account of the
findings, presenting a thorough overview of the observed trends, emerging patterns,
and their implications for future educational practices.
Recent Trends in Numeracy Literacy Among Students, Especially in Indonesia
The trend of numeracy literacy among Indonesian students is increasing in tandem
with the evolving learning methods that emphasize the use of technology. In recent
years, the adoption of digital applications and interactive media in numeracy education
has risen, with tools such as Khan Academy, Ruangguru, and Google Classroom
pivotal in supporting mathematics and numeracy literacy. This technology-driven
approach allows students to access more learning materials and promotes independent
learning outside classroom hours. Moreover, technology aids in developing higher-
order skills, such as problem-solving and critical thinking, which are integral to
numeracy literacy in the 21st century (OECD, 2020).
Another emerging trend in Indonesia is the growing popularity of context-based
learning (PBL). This approach, which emphasizes applying numeracy concepts to real-
world situations, helps students recognize the relevance of numeracy learning beyond
the classroom. Context-based learning offers students opportunities to engage with and
solve mathematical problems more practically and meaningfully. In several
experimental programs across Indonesian schools, efforts have been made to integrate
numeracy lessons with real-world topics like economics, technology, and social issues
(Suryani & Nugroho, 2021).
Despite these advancements, challenges persist in implementing numeracy literacy
consistently across Indonesia. Limited access to technology and educational resources
remains a significant barrier in many regions, especially those outside major cities.
Teachers in these areas often face difficulties integrating technology into their teaching
due to inadequate infrastructure and insufficient professional training. This disparity
results in unequal numeracy literacy outcomes between urban and rural students.
Therefore, while progress is being made, there is a need for more significant efforts to
provide equal access and enhance teacher training throughout the country (BNSP,
2019).
Furthermore, learning approaches integrating numeracy literacy with 21st-century
skills, such as collaboration, communication, and creativity, are gaining traction in
Indonesia. These methods stress the importance of students mastering numeracy
concepts and working collaboratively to solve complex problems. Many schools have
started implementing team-based projects, where students research and develop
solutions to real-life problems incorporating math and science. For example, math and
science projects involving data analysis allow students to collect, analyze, and present
data, thus improving their numeracy skills while preparing them for an increasingly
collaborative and tech-oriented workforce (Rashid & Maher, 2021).
Additionally, there is a growing emphasis on inclusive numeracy literacy to cater to
various learning styles. Some schools have started tailoring learning methods to meet
students' individual needs and pace, utilizing visual, auditory, and interactive aids to
support diverse learning needs. E-learning platforms and educational games have also
gained popularity as an alternative method for introducing numeracy concepts
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
269
engagingly and enjoyably. These technologies increase student motivation and offer
flexibility, allowing students to learn outside the classroom. However, to ensure the
success of this approach, it is crucial to involve parents and the broader community in
supporting more creative and effective numeracy learning (Kurniawan, 2020).
Challenges Faced by Students and Teachers in Learning Numeracy Literacy in the
21st century
The following table presents the results of the research on the challenges faced by
teachers in learning numeracy literacy in the 21st century.
Table 2. The challenges faced by teachers in learning numeracy literacy in the 21st
century
No
Aspects
Results of interviews with teachers and resource
persons
1
Challenges in
Integrating
Technology in
Numeracy
Learning
One of the biggest challenges I face is the lack of
supporting facilities. We have a few computers at
school, but the internet connection is often
intermittent, affecting the use of digitally-based
numeracy applications or learning platforms. Also,
although technology can be very helpful in enriching
learning, many students are unfamiliar with digital
platforms for numeracy material. For this reason, we
as teachers have to give extra time to teach the
numeracy material. them how to use the technology,
which takes extra time." (RN, 30 years old Teacher)
"I agree that technology is helpful, but in my class,
the use of technology is still limited to learning
media such as videos and PowerPoint. We do not
have direct access to numeracy learning apps or
more advanced digital devices. Some students also
still find it difficult to use educational applications
that require technical skills. In addition, not all
students have personal devices, which reduces the
effectiveness of using technology evenly in the
classroom. the whole class." (Ag, 30th Teacher)
"The integration of technology in numeracy learning
is very beneficial, but on the ground, we face
difficulties in teacher training. Many of us were not
formally trained in integrating technology into
numeracy teaching. Although we have tried using
some educational apps, our mastery of the apps is
limited, and I often feel rushed to customize the
materials. with the available technology." (Wl, 30
years old teacher)
2
Time and
Resource
Limitations in
Implementing
"The contextual learning approach is very effective in
helping students understand numeracy concepts in
everyday life. However, time constraints are a major
obstacle. The busy curriculum makes it difficult for me
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
270
No
Aspects
Results of interviews with teachers and resource
persons
the Approach
Learning that
More
Contextual and
Innovative
to fit in enough time for problem-based projects or
activities that involve the real world. Most of the time,
I can only give the material conventionally without
involving deeper contextualization." (Bd 40 years old,
Teacher)
"The contextual learning approach is very effective in
helping students understand numeracy concepts in
everyday life. However, time constraints are a major
obstacle. The busy curriculum makes it difficult for me
to fit in enough time for problem-based projects or
activities that involve the real world. Most of the time,
I can only give the material conventionally without
involving deeper contextualization." (Bd 40 years old,
Teacher)
"Another challenge is finding enough time to
implement innovative approaches. More
contextualized numeracy learning often requires more
time to plan, prepare materials, and engage students in
discussions or projects. On the other hand, resources
are limited, such as an incomplete library and access
to limited digital resources, it also limits the
implementation of problem-based or experimental
learning approaches." (Dk 43, Teacher)
The interview data regarding the challenges in integrating technology into numeracy
learning gathered from three teachers across different regions revealed that the primary
challenge is the lack of facilities and limited training for teachers to use technology
effectively. Inadequate infrastructure, such as poor internet connectivity and the
absence of digital devices, hinders the optimal use of technology. The main obstacles to
implementing contextual and innovative learning approaches are limited time and
resources. Teachers expressed difficulty in incorporating methods that involve real-
world applications, as these approaches require more tools, which are often not
available.
Opportunities that can be utilized to improve students' numeracy literacy
achievement in primary schools in the face of social and technological change.
Amidst rapid social and technological changes, there are numerous opportunities to
enhance primary school students' numeracy literacy achievement. Incorporating digital
tools and online platforms allows students to access various learning materials, offering
a more personalized and flexible educational experience. Moreover, the increasing use
of project-based learning (PBL) and the application of numeracy concepts to real-life
situations enable students to recognize the practical value of their learning.
Collaborations with local technology communities and the use of interactive media
further enrich the learning environment, fostering creativity and critical thinking. These
opportunities contribute to the development of numeracy skills and prepare students
for the demands of the 21st-century workforce, where technological fluency and
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
271
problem-solving abilities are crucial. By taking full advantage of these opportunities,
educators can create a more engaging, inclusive, and effective learning environment,
ensuring students are well-prepared for future challenges.
Table 3. Challenges Faced by Teachers in 21st Century Numeracy Literacy Learning
School
Opportunities that
found
Description
Potential
SDN Mlancu
2
App usage game-
based numeracy
learning
Schools have
access to several
game-based
educational
apps that can
attract students'
interest in
learning
numeracy.
Increase student
motivation to
learn and deepen
the concept of
numeracy.
SDN
Karangtengah
3
Technology training
for teachers and
student
Technology training
programs are
available for teachers
and students to
improve their
understanding of
using technology—
digital devices.
Increase students'
and teachers'
digital skills in
numeracy
learning.
SDN Besowo
4
Integration project-
based learning
Enable students to
solve numeracy
problems through
collaborative
projects based on
real-world data.
Improve ability to
solve problems
and apply
numeracy in life.
SDN
Manggis 2
Provision of
visual aids and
media for
innovative learning
The school provides a
variety of visual aids
and media to make
numeracy learning
engaging and
interactive.
It helps students
understand
abstract numeracy
concepts to be
more concrete.
SDN Satak 2
Cooperation with
the community's
local technology
Collaboration with
the community's local
technology to
organize
Improve
numeracy skills
and student
digital literacy
Learning workshops
and seminars
numeration.
Via
contextualized
learning
The documentation from 10 schools revealed several promising opportunities to
enhance students' numeracy literacy achievements. Using game-based learning
applications, online platforms, and collaboration with local technology communities
can significantly boost student motivation and deepen their understanding of
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
272
numeracy. Additionally, project-based learning approaches and digital literacy
programs for parents play an essential role in strengthening numeracy skills at school
and home. Improving students' numeracy literacy in primary schools is greatly
influenced by the ongoing development of technology and the social changes taking
place in society. Based on observational data from various primary schools in the
Kediri district, opportunities such as game-based learning apps, online platforms,
collaborations with local tech communities, and project-based learning approaches
were identified. These opportunities align with global research highlighting how
technology and contextual learning methods can effectively enhance students'
numeracy literacy outcomes.
a. Use of Game-Based Learning Apps
Educational games are a highly effective strategy in numeracy learning. According
to Gee (2003), educational games have been shown to enhance student engagement
and develop problem-solving skills essential for numeracy. The integration of
games in numeracy education boosts student interest and presents numeracy
concepts in a more accessible and interactive format through simulations (Gee,
2003). This aligns with observations that game-based applications can significantly
improve students' motivation and understanding of numeracy content.
b. Online Learning Platform
In this digital era, online learning platforms present a valuable opportunity to
enhance students' numeracy literacy. Chigona and Chigona (2013) highlight that
online learning increases accessibility and flexibility, enabling students to access
materials independently and at their own pace. These platforms also allow students
to engage more deeply with the learning content through interactive modules and
engaging videos. This technological approach is particularly relevant to numeracy
learning in Indonesia, as evidenced by observational data documenting online
learning platforms in various schools.
c. Collaboration with the Local Tech Community
Collaboration with local technology communities also presents a significant
opportunity to enhance students' numeracy literacy. Several studies, including
those by Cozma (2020), demonstrate that partnerships between schools and
technology communities can enrich learning experiences and provide essential
resources for technology-driven education. This collaboration can supply digital
learning tools and interactive platforms, crucial in improving students' numeracy
skills.
d. Project Based Learning
A project-based learning (PBL) approach is an effective alternative for enhancing
numeracy literacy in primary schools. Thomas (2000) states that PBL helps students
connect numeracy concepts with real-world applications. This method enables
students to develop numeracy skills through activities like data collection, analysis,
and applying mathematical concepts in practical situations, making it highly
relevant to the challenges they face in everyday life.
Discussion
To enhance the depth and coherence of the research, the research questions, results, and
discussion must be aligned and interconnected. This alignment ensures that the study's
findings are effectively framed by the research questions, providing a clear and logical
progression throughout the research process. The analysis becomes more cohesive and
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
273
comprehensive by linking the research questions to the results and discussion, leading
to more actionable insights. In this context, the study reveals several trends, challenges,
and opportunities related to numeracy literacy in primary schools, especially in
Indonesia, amidst its rapidly changing social and technological landscape. The findings
indicate a growing trend in the use of technology, such as digital applications and
online platforms, to support numeracy literacy among students, reflecting the global
shift towards technology integration in education, as noted by the OECD (2020).
Applications like Khan Academy, Ruangguru, and Google Classroom are increasingly
adopted, providing students access to diverse learning materials and enabling
independent learning outside school hours. This trend aligns with the idea that
technology can enhance critical thinking and problem-solving skills, which are essential
for developing numeracy literacy in the 21st century.
However, the research also uncovers significant challenges students and teachers
face. As reported by the interviewed teachers, integrating technology into numeracy
learning remains challenging due to limited resources, poor internet connectivity, and
inadequate teacher training. These limitations contribute to disparities in numeracy
literacy between urban and rural areas and hinder the optimal use of digital learning
platforms. Although technology is beneficial, the lack of infrastructure and the
difficulty of mastering new digital tools complicate its effective implementation. These
findings resonate with previous studies on challenges in integrating technology into
education (BNSP, 2019).
Additionally, the study identifies that a contextual learning approach, such as
project-based learning (PBL), can enhance students' understanding of numeracy by
connecting it to real-life situations. However, teachers express difficulties in allocating
sufficient time for this approach due to constraints within the national curriculum. This
issue is consistent with previous educational research highlighting time limitations as a
significant barrier to effectively delivering contextual learning methods (Thomas, 2000).
Despite these challenges, the data suggests that PBL fosters collaboration and critical
thinking, skills crucial for the 21st-century workforce (Rashid & Maher, 2021).
The study also highlights opportunities that could address these challenges, such as
game-based learning applications, online learning platforms, and collaboration with
local tech communities. Educational games have been shown to boost student
engagement and motivation by presenting numeracy concepts in an interactive format
(Gee, 2003). Online learning platforms offer flexibility and accessibility, allowing
students to learn at their own pace, which is vital for catering to diverse learning needs
(Chigona & Chigona, 2013). Collaboration with local tech communities also provides
valuable support for technology-based learning by offering resources and expertise that
may otherwise be inaccessible in certain regions. Such collaboration can help bridge the
digital divide between urban and rural areas, ensuring all students have equal access to
high-quality numeracy education.
In conclusion, while challenges such as limited access to technology and time
constraints exist, numerous opportunities are available to improve numeracy literacy
outcomes. Educators can create a more inclusive and effective learning environment by
leveraging digital tools, project-based learning, and community collaboration. This
approach addresses current challenges and prepares students for future demands,
equipping them with the numeracy skills necessary to thrive in an increasingly complex
and technology-driven world. Therefore, policymakers and educational stakeholders
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
274
must prioritize investments in infrastructure, teacher training, and innovative teaching
strategies to support the enhancement of numeracy literacy across Indonesia.
CONCLUSION
Fundamental Finding: Numeracy literacy is a crucial component of 21st-century
education, playing a vital role in preparing students to navigate an increasingly
complex, data-driven world. This study underscores the evolving trends in numeracy
literacy, highlighting the need for its integration as a foundational skill within
educational frameworks. Implication: The study suggests that effective numeracy
literacy education requires a comprehensive approach, combining contextual learning,
technological integration, and real-world applications. Additionally, addressing
disparities in access, curriculum design, and teacher preparedness is vital to ensure that
numeracy instruction is equitable and effective. By deepening students' understanding
of numeracy concepts and their real-world uses, educational institutions can better
equip students to make informed decisions, solve problems, and contribute
meaningfully to a dynamic global society. Limitation: The study recognizes that limited
resources, insufficient teacher training, and unequal access to technology may hinder
the widespread implementation of numeracy literacy initiatives. These obstacles
highlight the need for focused interventions to overcome these barriers and improve the
accessibility and quality of numeracy education. Future Research: Looking ahead,
education stakeholders—policymakers, educators, and researchers must work together
to foster innovative strategies and inclusive policies that promote numeracy literacy.
Future research should examine the long-term effects of incorporating real-world
contexts and technology into numeracy instruction and explore scalable models that
address existing challenges and can be adapted to diverse educational environments.
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* Novi Nityasanti (Corresponding Author)
Department of Primary School Teacher Education,
Universitas Nusantara PGRI Kediri, East Java, Indonesia
Jl. KH. Ahmad Dahlan 76 Mojoroto, Kediri , East Java, 64112, Indonesia
Email: novisanti@unpkdr.ac.id
21st Century Learning: A Research Analysis of Numeracy Literacy Trends among Students
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Alfi Laila
Department of Teacher Education for Islamic Primary Schools,
Universitas Nusantara PGRI Kediri, East Java, Indonesia
Jl. KH. Ahmad Dahlan 76 Mojoroto, Kediri , East Java, 64112, Indonesia
Email: alfilaila@unpkediri.ac.id
Baharudin
Department of Teacher Education for Islamic Primary Schools,
Raden Intan State Islamic University Lampung,
Jl. Endro Suratmin, Sukarame, Kec. Sukarame, Kota Bandar Lampung, Lampung 3513
Indonesia
Email: baharudinpgmi@radenintan.ac.id
Mohd Hanafi Mohd Yasin
Faculty of Education and Liberal Arts,
INTI International University,Malaysia
Email: mohdhanafi.yasin@newinti.edu.my
