Strengthening Teacher Literacy and Numeracy Competencies through Academic Supervision Using Interactive Multimedia: A Mapping Study

Abstract

The empowerment of interactive multimedia by supervisors in conducting coaching is one approach in an effort to improve teacher literacy and numeracy competencies. This study uses a descriptive approach aimed at describing teacher literacy and numeracy competencies. The scope of teacher literacy and numeracy includes the learning environment, learning and assessment, and teacher literacy culture. Respondents were determined using a total sampling approach, namely, 60 Elementary School Teacher respondents who were coached by supervisors through an academic supervision approach in literacy and numeracy training activities. Data collection used a Likert scale questionnaire which was answered based on respondent perceptions and analyzed using a descriptive quantitative approach with a percentage formula. The results of the data analysis found that teacher literacy competencies were in the fairly good category with an achievement level of 83.24% and teacher numeracy competencies were in the less good category with an achievement level of 75.16%. Literacy and numeracy training in the implementation of academic supervision has not been supported by interactive multimedia, thus the development of interactive multimedia is a basic need for supervisors that can be used in academic supervision activities in an effort to strengthen the literacy and numeracy competencies of Elementary School Teachers.