Mathematical numeracy skills for pre-service teacher

An effectiveness of the STEAM framework

Bibliographic Data

ID22203252
AuthorsMalik Ibrahim (0000-0002-2637-0021, Yogyakarta State University, corresponding author), Heri Retnawati (0000-0002-1792-5873, Yogyakarta State University), Fery Muhamad Firdaus (0000-0001-5116-8354, Yogyakarta State University), Umar Umar (0000-0003-3668-2595, Yogyakarta State University), Mufidah Mufidah (0000-0002-0315-4393, Yogyakarta State University), Moh Rosyid Mahmudi, Mohammad Mahmudi (Yogyakarta State University), Theresa Dwita Haliem (0009-0008-9102-6172, Yogyakarta State University)
Year2026
Volume13
Pages102536
Publication date2026-06-01
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.102536
OpenAlexW7128740516
LanguageEN
References cited37

STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning is an approach that integrates five disciplines. This approach positions mathematics not only as a stand-alone subject, but as an analytical foundation that supports numeracy skills in a cross-disciplinary context. Numeracy is not only limited to basic abilities to perform calculations, but also includes a deeper understanding of numbers, data, and how to apply them in everyday life contexts. This study aims to determine the effectiveness of the STEAM model on the numeracy skills in pre-service teacher in elementary school. The research method used is a quasi-experimental study with a one-group pre-post test design, namely giving pretest questions before treatment and posttest after treatment. This study involved 128 pre-service teacher in the third semester at a private university in West Nusa Tenggara. The research instrument used a 5-item test instrument to measure students' numeracy skills. Data analysis used a paired T-test to see the average score of each test result and converted based on the N-Gain value. The results showed that there was a significant difference between the learning intervention given before and after. The learning improvement category was included in the moderate category with an improvement level reaching 0.58. Recommendations for future research are the need to maximize cultural integration in learning at universities and schools

Everyday life · Numeracy · Impact of Education Environments · Mathematics Education and Pedagogy · STEM Education

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