Analyzing Numeracy of Middle School Students through the Lens of Cognitive Development Theory Dian Armanto (a*), Dhea Anisah Putri (b), Pittauli Ambarita (a), Edy Surya (a), Sri Lestari Manurung (a), Susiana (a), Yulita Molliq Rangkuti (a)
(a) Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan
*dianarmanto[at]unimed.ac.id
(b) Mathematics Education, Faculty of Teacher Training and Education, Universitas Sriwijaya
Abstract
This study aims to analyze the numeracy skills of middle school students with a multidimensional approach, including numeracy indicators and cognitive learning theories (Piaget, Bruner, and Vygotsky. Qualitative descriptive methods are used with data collection techniques such as numeracy tests, observations, interviews, and documentation. The results show that 24% of students are at the SPECIAL level (procedural understanding), 59% BASIC (literal understanding), 14% MODERATE (limited application), and 3% ADVANCED (partial reasoning). The analysis shows weaknesses in students^ reasoning skills, where most students can only complete the initial steps without drawing logical conclusions on non-routine problems. Dominant error patterns include incorrect arithmetic operations, misconceptions of integers, and inability to conclude. Analysis based on Piaget^s Theory shows that most students are transitioning from the concrete operational stage to the formal operational stage, which limits their ability to think abstractly. Within the framework of Bruner^s Theory, many students at the enactive and iconic stages have difficulty switching to symbolic representations needed for more complex problems. Based on Vygotsky^s theory, it is suggested that students in the Zone of Proximal Development (ZPD) require more intensive scaffolding and social interaction to help them overcome difficulties in solving more difficult numeracy problems.
Keywords: Numeracy- Piaget- Bruner- Vygotsky- Cognitive Development Theory
Topic: Education in Mathematics, science and Vocational
