Integrating Parent–Teacher Collaboration into a Deep Learning Approach for Numeracy Skills: A Needs Assessment Study
DOI:
https://doi.org/10.24235/al.ibtida.snj.v13i1.22216Abstract
Background: Fostering numeracy through deep learning requires teachers and parents to work together. This partnership cultivates meaningful learning experiences. Although existing literature explores numeracy, parental involvement, and deep learning separately, little research addresses the specific needs of teachers and parents as a basis for collaboration.
Aims: This study seeks to analyze what teachers and parents require to implement deep learning in primary school numeracy instruction.
Methods: The study used a descriptive mixed-methods approach. Seven teachers and eighty primary school parents participated. Data came from structured questionnaires and semi-structured interviews. The researchers analyzed the data using descriptive statistics and qualitative techniques, including data reduction, display, and drawing conclusions.
Results: The findings show that teachers view numeracy as essential, but instruction is still mostly conventional. Deep learning is not yet consistent. Teachers cited time constraints, a lack of operational guidelines, and low parental engagement at home as main obstacles. On the other hand, parents help with studies, but focus mostly on homework, not contextual numeracy activities. Parents also struggle with limited time, a lack of understanding of numeracy concepts, and few practical home-learning manuals.
Conclusion: These insights provide a foundation for developing a collaborative deep learning model that links teacher and parent roles to strengthen numeracy education in primary schools.
References
Amri, M. amelia, Aprilia, A. citra, & Aruwiyantoko, A. (2025). Pedagogical Content Knowledge in Numeracy: A Study on Prospective Elementary School Teachers. IJPSE Indonesian Journal of Primary Science Education, 5(2), 253–260. https://doi.org/10.33752/ijpse.v5i2.8922
Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y. (2024). High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization. Science & Education, 33(3), 763–785. https://doi.org/10.1007/s11191-022-00406-3
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brungs, C. L., Buchholtz, N., Streit, H., Theile, Y., & Rott, B. (2025). Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1555763
Bubuli, A. L. B., & Macapobre, M. D. (2023). The Role of Parent-Teacher Partnership in Promoting Numeracy Skills Among Primary School Students. International Journal of Social Service and Research, 3(3), 806–817. https://doi.org/10.46799/ijssr.v3i3.324
Cheung, S. K., Dulay, K. M., & McBride, C. (2020). Parents’ characteristics, the home environment, and children’s numeracy skills: How are they related in low- to middle-income families in the Philippines? Journal of Experimental Child Psychology, 192, 104780. https://doi.org/10.1016/j.jecp.2019.104780
Cheung, S. K., Dulay, K. M., Yang, X., Mohseni, F., & McBride, C. (2021). Home Literacy and Numeracy Environments in Asia. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.578764
Cosso, J., Finders, J. K., Duncan, R. J., Schmitt, S. A., & Purpura, D. J. (2023). The home numeracy environment and children’s math skills: The moderating role of parents’ math anxiety. Journal of Experimental Child Psychology, 227, 105578. https://doi.org/10.1016/j.jecp.2022.105578
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks. SAGE Publications.
Dantes, N., & Handayani, N. N. L. (2021). Peningkatan literasi sekolah dan literasi numerasi melalui model blanded learning pada siswa kelas v sd kota singaraja. Widyalaya: Jurnal Ilmu Pendidikan, 1(3), 269-283.
Daucourt, M. C., Napoli, A. R., Quinn, J. M., Wood, S. G., & Hart, S. A. (2021). The home math environment and math achievement: A meta-analysis. Psychological Bulletin, 147(6), 565–596. https://doi.org/10.1037/bul0000330
Entwistle, N., & McCune, V. (2004). The Conceptual Bases of Study Strategy Inventories. Educational Psychology Review, 16(4), 325–345. https://doi.org/10.1007/s10648-004-0003-0
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving Integration in Mixed Methods Designs—Principles and Practices. Health Services Research, 48(6pt2), 2134–2156. https://doi.org/10.1111/1475-6773.12117
Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century: a survey of the state of the field. ZDM, 47(4), 531–548. https://doi.org/10.1007/s11858-015-0708-1
Ghazali, M., Mustafa, Z., Rabiatul-Adawiah, A. R., & Amzah, F. (2021). Parental Involvement in Young Children’s Learning of Numeracy. International Journal of Learning, Teaching and Educational Research, 20(1), 199–222. https://doi.org/10.26803/ijlter.20.1.11
Girard, C., Bastelica, T., Léone, J., Epinat-Duclos, J., Longo, L., & Prado, J. (2021). The relation between home numeracy practices and a variety of math skills in elementary school children. PLOS ONE, 16(9), 1–25. https://doi.org/10.1371/journal.pone.0255400
Graven, M., & Jorgensen, R. (2024). Early numeracy opportunities through number stories with marginalised families. ZDM – Mathematics Education, 56(3), 319–333. https://doi.org/10.1007/s11858-023-01537-9
Hornburg, C. B., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology, 176, 84–100. https://doi.org/10.1016/j.jecp.2018.07.005
Huda, O. V., Hensitska-Antoniuk, N. O., & Sukhomlynova, O. V. (2025). Influence of interactive teaching methods on mathematical knowledge acquisition. System Technologies, 1(156), 127–138. https://doi.org/10.34185/1562-9945-1-156-2025-15
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Kalobo, L. (2016). Teachers’ Perceptions of Learners’ Proficiency in Statistical Literacy, Reasoning and Thinking. African Journal of Research in Mathematics, Science and Technology Education, 20(3), 225–233. https://doi.org/10.1080/18117295.2016.1215965
Kemendikbudristek. (n.d.). Rapor Pendidikan 2023: Pusat Standar & Kebijakan Pendidikan. Retrieved September 8, 2025, from https://pskp.kemdikbud.go.id/rapor_pendidikan
Maghfiroh, F. L., Amin, S. M., Ibrahim, M., & Hartatik, S. (2021). Keefektifan Pendekatan Pendidikan Matematika Realistik Indonesia terhadap Kemampuan Literasi Numerasi Siswa di Sekolah Dasar. Jurnal Basicedu, 5(5), 3342–3351. https://doi.org/10.31004/basicedu.v5i5.1341
Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2020). Probing the Relationship Between Home Numeracy and Children’s Mathematical Skills: A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02074
Nwagwu, W. E. (2024). Bibliometric visualisation of student knowledge and skills in key literacy domains. Educational Dimension, 11, 28–59. https://doi.org/10.55056/ed.772
OECD 2023. (2023). PISA 2022 Assessment and Analytical Frameword. Paris: Journal of OECH Publishing.
Outhwaite, L. A., Fischer, N. M., Jusek, A. S., & Van Herwegen, J. (2025). Understanding the role of parental self-efficacy for supporting children’s early learning in the home mathematics environment. Early Child Development and Care, 195(9–10), 793–805. https://doi.org/10.1080/03004430.2025.2474668
Perdana & Suswandari. (2021). Literasi Numerasi Dalam Pembelajaran Tematik Siswa Kelas Atas Sekolah Dasar. Absis: Mathematics Education Journal, 3(1), 9–15. https://doi.org/10.32585/absis.v3i1.1385
Putra, L.V., Sukestiyarno, Masrukan, & Widodo, J. (2023). Numeration Problems in Elementary School Mathematics Learning in Semarang from the Teacher’s Perspective. Pegem Journal of Education and Instruction, 13(4). https://doi.org/10.47750/pegegog.13.04.08
Randy, M. Y. (2022). Hubungan kemampuan berpikir kreatif matematis dengan kemampuan numerasi materi pecahan pada siswa Kelas IV . Repository Universitas Negeri Malang . https://repository.um.ac.id/266702/
Rohim, D. C. (2021). Konsep Asesmen Kompetensi Minimum untuk Meningkatkan Kemampuan Literasi Numerasi Siswa Sekolah Dasar. Jurnal VARIDIKA, 33(1), 54–62. https://doi.org/10.23917/varidika.v33i1.14993
Rufiana, I. S., Arifin, S., Randy, M. Y., & Amaliya, F. N. (2024a). Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School. Al Ibtida: Jurnal Pendidikan Guru MI, 11(2), 300. https://doi.org/10.24235/al.ibtida.snj.v11i2.18720
Rufiana, I. S., Arifin, S., Wahyudi, Naana, T. M. O., Wanti, A. B., & Dewi, E. H. (2024). Improving teacher competence in designing minimum competency assessment tasks. Transformasi: Jurnal Pengabdian Masyarakat, 20(1), 170–180. https://doi.org/10.20414/transformasi.v20i1.8725
Rufiana, I. S., Harianto, A., & Arifin, S. (2023). Penguatan Kompetensi Pedagogik Guru Madrasah Pada Kurikulum Merdeka: Bimtek Pelatihan Tindak Lanjut Hasil AKMI Tingkat Madrasah. Jurnal GEMBIRA (Pengabdian kepada Masyarakat), 1(2), 304-308
Silinskas, G., & Kikas, E. (2019). Parental Involvement in Math Homework: Links to Children’s Performance and Motivation. Scandinavian Journal of Educational Research, 63(1), 17–37. https://doi.org/10.1080/00313831.2017.1324901
Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D (edisi ke-26). Alfabeta.
Tamayo Martinez, N., Xerxa, Y., Law, J., Serdarevic, F., Jansen, P. W., & Tiemeier, H. (2022). Double advantage of parental education for child educational achievement: the role of parenting and child intelligence. European Journal of Public Health, 32(5), 690–695. https://doi.org/10.1093/eurpub/ckac044
Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic Benefits from Parental Involvement are Stratified by Parental Socioeconomic Status: A Meta-analysis. Parenting, 20(4), 241–287. https://doi.org/10.1080/15295192.2019.1694836
Vendicacion, E. G., Huevos, C. G., & Espiritu Jr., M. L. (2025). Arithmetic Counting Techniques through Manipulatives: Effect on the Numeracy Skills of Grade 1 Pupils. International Journal of Multidisciplinary: Applied Business and Education Research, 6(4), 1635–1642. https://doi.org/10.11594/ijmaber.06.04.06
Voskoglou, M. (2019). Comparing Teaching Methods of Mathematics at University Level. Education Sciences, 9(3), 204. https://doi.org/10.3390/educsci9030204
Yudistira, A. M., Helmon, A., & Sennen, E. (2025). Analisis Kesulitan Guru dalam Melakukan Pembelajaran Berorientasi Numerasi di Sekolah Dasar. Jurnal Literasi Pendidikan Dasar, 5(1), 17–27. https://doi.org/10.36928/jlpd.v5i1.2331
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Intan Sari Rufiana, Slamet Arifin, Fierda Nursitasari Amaliya, Mohammad Yusuf Randy, Fina Zulfa Mustafidah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain the copyright to their work and grant the journal the right of first publication and distribution. All articles published in the Al Ibtida: Jurnal Pendidikan Guru MI are licensed under the Creative Commons Attribution–ShareAlike 4.0 International License (CC BY-SA 4.0)
This license permits others to use, share, adapt, distribute, and reproduce the published work in any medium or format, provided that appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated. Any derivative works must be distributed under the same license (CC BY-SA 4.0).
Authors are allowed to deposit the final published version of their articles in institutional or other repositories and to share their work for academic and non-commercial purposes, provided that proper citation of the original publication in the journal is included.
The Al Ibtida: Jurnal Pendidikan Guru MI is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
