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Keywords

civic education, explanatory sequential design, numeracy-based civic education model, numeracy skills

Abstract

The United Nations Sustainable Development Goals emphasize numeracy as essential for quality education, and require its integration across the curriculum, including into civic education (CE). However, the integration of numeracy in CE in Indonesian universities has not yet been clearly mapped out. This study aims to analyze the need for numeracy integration in CE as a basis for developing a numeracy-based CE learning model. Using a mixed method with an explanatory sequential design, the study involved a convenience sample of 225 students and 10 lecturers from various universities through surveys, interviews, observations, and documentation studies. Quantitative findings show that numeracy is rarely used (65.3%), with 14.2% of students stating that it is never used in CE. This condition contributes to misperceptions, as evidenced by 71.56% of students considering numeracy irrelevant to analyzing citizenship issues. These findings are supported by qualitative evidence that learning has not integrated numeracy, thus affecting students' weak ability to analyze public discourse. Therefore, the results of this study indicate the importance of integrating numeracy into CE as a strategy to strengthen critical thinking, participation, and 21st-century competencies in order to shape informed, reflective, contributive, and thoughtful citizens. This study provides an initial empirical overview for researchers and institutions to develop a numeracy-based CE model that is adaptive to contemporary learning needs.

DOI

https://doi.org/10.5038/1936-4660.19.2.1507

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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