Teachers’ Strategic Approach and Factors Influencing Numeracy Skill of Grade V Elementary School Students

Abstract

Numeracy skill becoming increasingly clear that is crucial for students in the 21st century. This
skill must be developed and mastered in order to be used in everyday life appropriately. This study aims
to describe the pedagogical approach of teachers’ teaching strategies in numeracy learning, as well as
the factors that influence the numeracy skill of grade V students of elementary school in Garut. This
study used a qualitative descriptive research design approach method. The sampling technique
employed was purposive sampling, with the subject of this study being teachers from grade V at the
elementary school in Garut. This research instruments utilized were teacher interviews and classroom
observations. The research findings indicate that: a) the students’ numeracy skill at the research location
remain low, b) the pedagogical approach of the teacher’s strategy in teaching numeracy is still less
innovative, and c) the factors that affect students’ numeracy skill are lack of learning motivation, lack of
support from parents/guardians, and lack of effective teaching media materials. Consequently, the
proposed solution include collaboration with parents/guardians, increased utilization of technology in the
use of teaching media materials, the incorporation of more innovative teaching media materials and the
attraction of students’ interest in learning.