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All Journal LIMIT - Pendidikan Matematika EKUIVALEN - Pendidikan Matematika MAJU : Jurnal Ilmiah Pendidikan Matematika EDUPEDIA Jurnal PEKA (Pendidikan Matematika) Nanggroe: Journal Of Scholarly Service Jurnal Pendidikan Surya Edukasi (JPSE) Journal of Law, Education and Business Nanggroe: Journal of Scholarly Service Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika eductum : Jurnal Literasi Pendidikan Joong-Ki Mimbar Sekolah Dasar
Nila Kurniasih
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The Role of Teachers in STEM Integration to Enhance Elementary School Students’ Numeracy Skills in Malaysia Rintis Rizkia Pangestika; Nurhidayati; Arum Ratnaningsih; Nila Kurniasih; Hasnizawati Hashim; Norulhuda Tajuddin; Rozieana A. Halid @ Khalid
Mimbar Sekolah Dasar Vol. 13 No. 3 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.26

Abstract

Numeracy is a fundamental competency for elementary school students in responding to the demands of 21st-century life; however, numeracy achievement remains a challenge in many countries, including Malaysia. This study explores the role of teachers in integrating Science, Technology, Engineering, and Mathematics (STEM) learning to support elementary students’ numeracy development in the Malaysian context. Using a qualitative case study design, this research involved 12 elementary school teachers who had experience or understanding of STEM-based learning and were selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The findings show that teachers understood numeracy as a functional ability to apply mathematical concepts in real-life contexts, rather than merely as procedural calculation skills. STEM integration was implemented through project-based learning, simple experiments, direct measurement activities, and contextual problem solving. Teachers served as facilitators who guided students in exploration, discussion, collaboration, and reflection. However, the implementation of STEM-based numeracy learning was constrained by limited instructional time, variations in students’ numeracy abilities, and inadequate learning resources. The study contributes to the discussion on teacher agency by showing how teachers translate STEM pedagogy into classroom practices that support numeracy development. Overall, the findings suggest that STEM integration can strengthen numeracy learning when supported by continuous teacher professional development, sufficient instructional resources, and appropriate educational policies.
Co-Authors Agung Setyawan Agus Muntaha Andayani, Desi Ari Arum Ratnaningsih Budi D., Prasetiyo Budiyono Budiyono Devi, Natalia Chyntia Dita Yuzianah Esti Laras Sati Firanti, Retno Maya Sealviana Hasnizawati Hashim Heru Kurniawan Isnaeni Maryam Jamhari Jamhari Laelusifah, Laelusifah Mahmudi, Muhamad Mahzun Maryam, Isnaeni Minarsih, Heri Mujiyem Sapti Munawaroh, Shintia Dwi Norulhuda Tajuddin Nurhidayah, Rani Nurhidayati Rahmawati, Yohana Riawan Yudi Purwoko Rintis Rizkia Pangestika Rohmah, Aisyah Wakhidatu Ardia Rozieana A. Halid @ Khalid Saniati Rofiqoh Sriyono Sriyono Teguh Wibowo