Teachers' Perceptions of Numeracy Literacy-Based Biology Learning

Abstract

The development of biological science is increasingly complex with the increasing use of numerical data and information. Numeracy literacy is important for students to understand biological concepts in depth. This study investigates teachers' perceptions of Numeracy Literacy-based High School Biology Learning. A total of 25 teachers were selected as respondents. Descriptive research was used in this study, with questionnaires and interview instruments as data collection tools. The results showed that teachers have a positive view of the importance of numeracy literacy-based biology learning, but need to improve its quality. It was found that 84% of teachers felt they had sufficient knowledge to integrate this learning, but still needed guidance to optimize it. In addition, 56% of teachers stated that students showed enthusiasm for numeracy literacy-based biology learning, but some teachers found that students were less enthusiastic. Factors such as students' lack of basic mathematical knowledge and low data analysis and interpretation skills are to blame. Based on the findings, several suggestions are given to overcome these problems.