Cybernetic-Based Numeracy Empowerment for Secondary Mathematics Teachers: A Community Engagement Perspective
Abstract
This article presents a community engagement-based research initiative aimed at enhancing numeracy competence among senior high school teachers in Indonesia through a cybernetic pedagogy framework. Conducted at SMA Negeri 1 Nguter, the program combined theoretical workshops, digital tool integration, and cross-disciplinary lesson design to empower teachers in embedding numeracy across various subjects. A mixed-methods approach—comprising pre- and post-tests, structured mentoring, classroom observations, and reflective journals—revealed significant improvements in teachers' conceptual understanding, pedagogical confidence, and instructional practices. The findings demonstrate that cybernetic-based teaching fosters interactive, data-driven learning environments and supports numeracy as a transversal 21st-century skill. This study contributes empirical insights into scalable, cross-national professional development models that can be adapted in resource-constrained educational contexts
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Copyright (c) 2024 Annisa Prima Exacta, Muhammad Zain Musa, Erika Laras Astutiningtyas, Andhika Ayu Wulandari, Krisdianto Hadiprasetyo
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