Exploring teachers abilities in writing mathematical literacy module based on Bengkulu context A Susanta, I Koto1, and E Susanto
1 Program Pascasarjana Prodi Pendidikan Dasar, Universitas Bengkulu, Jl. WR Supratman, Kota Bengkulu 38122, Indonesia
3 Program Studi Pendidikan Matematika, Universitas Bengkulu, Jl. WR Supratman, Kota Bengkulu 38122, Indonesia
Abstract
One of the problems that occur in elementary schools in facilitating students^ literacy skills is the limitation of teaching materials. This study aims to explore the ability of elementary school teachers in writing mathematical literacy module based on Bengkulu context. This research is a descriptive research with a quantitative approach. Subjects consisted of two groups taken from 40 postgraduate students of elementary school teachers education. Data wer collected by means of ability tests, document analysis, and interviews. The results showed that: (1) there were differences in students^ abilities in understanding teaching materials before and after developing the module. (2) the fresh graduate students tend to be better in choosing Bengkulu context problems, designing modules, and displaying modules. (3) students from elementary school teachers tend to be better in developing indicators, presenting material, and examples of reinforcement. (4) the literacy mathematics module based Bengkulu context designed has met the criteria in terms of construction, material, language, and readability.
