Unveiling Pedagogical Genius: Unraveling Challenges of Developing Numerical Literacy Problems Akin to AKM Standards

Abstract

The teacher's ability to create engaging numeracy problems is crucial for ensuring that students develop a strong grasp of numeracy. This study examines the suitability of AKM-type numeracy problems, which are compiled by teachers, with predetermined standards. The research was conducted using qualitative methods, with data collected through documentation of question preparation exercises by 61 junior high school mathematics teachers in two districts of West Java Province. Data analysis involved data reduction, presentation, and verification through triangulation by validator 1 and validator 2. The results were confirmed through question trials with students and student interviews. According to the findings, the teacher's stimulus included ineffective sentences and lacked contextual data. Additionally, the questions did not utilize visual aids such as charts, graphs, tables, or diagrams. The sequence of the questions was ambiguous and open to multiple interpretations. Lastly, the third question did not align with the cognitive level L3.