Numeration Problems in Elementary School Mathematics Learning in Semarang from the Teacher's Perspective

Purpose: Learning is a series of activities arranged by the teacher that involves both mental and physical processes through the interaction of students and teachers with the learning environment and learning resources as well as between students and students to achieve the specified competencies. One of them is numeracy learning in mathematics learning, which cannot be separated from the attention of educational researchers, practitioners, and experts. Numeration is a person's ability to reason, analyze, formulate, interpret, and solve problems. Ability in numeracy becomes very important for elementary school students to have. This study will look at problems related to numeracy in elementary school mathematics learning in Semarang district and Semarang city. The importance of this research is to find out the problem why numeracy in Semarang district is still low, of course aspects of why low numeracy can be seen in some existing management in schools.Methodology: In this qualitative-descriptive study which is used to analyze the phenomenon of problems related to low numeracy in elementary schools in Semarang district and Semarang City, whose purpose is to present a detailed description of the setting of the mathematics learning process which is intended to explore how the existing numerations in mathematics learning can be aligned to address a number of variables relating to the problem under study. Data analysis in qualitative research was carried out before entering the field, while in the field, and after finishing in the field. The steps of qualitative data analysis include data reduction, display and drawing conclusions. The research subjects were selected purposively, consisting of elementary school class teachers in Semarang. The instrument in this study was questionnaires, observations, and interviews with elementary school class teachers.Findings: The study(sic)s results indicate that several aspects affect the implementation of numeracy in elementary school mathematics learning. Problems in learning mathematics related to numeracy include low teacher competence, lack of infrastructure that supports numeracy, incomplete teaching resources, and parental support in learning numeracy in elementary school mathematics learning.Significance: This research contributes to the knowledge of numeracy in learning mathematics. It is recommended for teachers to be able to apply numeration in learning mathematics in the classroom.