4 4.1. Understanding 1.1.1.

The teacher doesn’t apply innovative The teacher doesn’t

and utilizing learning models based on the characteristics apply innovative
innovative learning of the materials and students effectively. learning models based
models based on the on the characteristics
characteristics of the Literature Review of the materials and
materials and students effectively
students. Mislinawati and Nurmasyitah (2018) stated that the due to some reasons:
implementation of learning models cannot reach its
maximum potential due to teachers' limited 1. Teachers have a
understanding of the sequential steps involved in limited
the instructional models. Teachers also struggle with understanding of
managing and supervising the classroom effectively, innovative learning
as well as dealing with inactive student participation models.
during the learning process. 2. Teachers struggle
with classroom
management and
supervision.
Fransiska et al. (2022) stated that teachers face 3. Teachers find it
difficulties in implementing innovative learning challenging to
models due to: allocate time
1. Teachers being unsure of determining the effectively.
appropriate model to use for specific subjects. 4. There is a lack of
2. Teachers struggling with time allocation. training for
3. Teachers encountering challenges in teachers regarding
implementing the instructional model according innovative
to its stages. instructional
models.
Interview results: 5. Teachers merely
implement
1. Expert (Desilia Kurniawati , M.Pd. the member of instructional
MGMP OKI and a teacher at SMPN 6 Cengal) models without
4.1.1.Teachers tend to solely follow the steps of focusing on
conventional lesson plans (RPP). student
4.1.2.Lack of training in the implementation of interaction.
innovative instructional models for 6. Teachers lack the
teachers. desire to explore
4.1.3.Lack of enthusiasm among teachers to innovative
explore innovative instructional models. instructional
2. School Principal ( Yuyun Yuningsih, Spd. Msi. The models.
School Principal of SMPN 6 Lempuing)
4.1.4.Teachers have a lack of knowledge
regarding innovative instructional models.
4.1.5.They have not undergone training in
implementing innovative instructional
models.
3. Colleague ( Anita Fitriani, English teacher at
SMPN 6 Lempuing)
4.1.6.Teachers have a limited understanding of
innovative instructional models.
4. School Supervisor ( Drs. Saleh Rusbandi, M.Si)
4.1.7.Teachers have a lack of understanding
regarding innovative instructional models.
4.1.8.There is a lack of training for teachers
regarding models that focus on student
interaction.
4.1.9.Teachers show a lack of enthusiasm in
exploring innovative instructional models
5 5.1. Learning 1.1.1. Students have low literacy and numeracy Some factors
materials on literacy, skills. contributing to
numeracy, advanced students’ low literacy
 materials, Salvia et al. (2022) stated that the low numeracy and numeracy skills:
misconception and literacy skills of students can be influenced by: 1. Students' ability to
HOTS. 1. Only a small fraction of students utilize apply basic
numeracy literacy skills in their daily lives. mathematical
2. Students' ability to apply basic mathematical concepts in real-life
concepts in real-life situations or when solving situations or when
unstructured problems is neglected. solving
3. Teachers tend to create routine closed-ended unstructured
questions that can be solved directly using problems is
formulas. neglected.
2. Lack of
Siregar (2022) mentioned some inhibiting factors socialization and
(faktor penghambat) in the learning of numeracy training regarding
literacy among students, including: numeracy literacy,
1. Lack of socialization and training regarding resulting in low
numeracy literacy, resulting in low understanding of
understanding of numeracy among teachers, numeracy among
which affects their ability to plan instruction. teachers, which
2. Weak reasoning skills among students, leading to affects their ability
difficulties in understanding numerical concepts. to plan instruction.
3. Absence of a structured numeracy literacy 3. The fear of
reinforcement program in schools. students to learn
materials that
Interview results: involve numbers.
4. Infrequent practice
1. Expert (Desilia Kurniawati , M.Pd. the member of of numeracy
MGMP OKI and a teacher at SMPN 6 Cengal) literacy
5.1.1. The fear of students to learn materials that questions by
involve numbers. teachers.
5.1.2. Students fail to relate numeracy literacy 5. The absence of a
materials with their daily activities. structured
2. School Principal ( Yuyun Yuningsih, Spd. Msi. numeracy and
The School Principal of SMPN 6 Lempuing) literacy
5.1.3. Infrequent practice of numeracy literacy reinforcement
questions by teachers. programs in
5.1.4.Teachers create routine and closed-ended schools.
questions.
3. Colleague ( Anita Fitriani, English teacher at
SMPN 6 Lempuing)
5.1.5. Lack of socialization and training for
teachers regarding numeracy literacy.
5.1.6. The absence of a structured numeracy
literacy reinforcement program in schools.
4. School Supervisor ( Drs. Saleh Rusbandi, M.Si)
5.1.7. Students' perception that numeracy
literacy is a new subject, while it is already
integrated into mathematics lessons.

6 6.1. The utilization of 6.1.1. The teacher doesn’t utilize technology/

technology/ innovation in learning effectively.
innovation in
learning. Literature review:

Fahreza et al. (2022) stated that the use of

Information and Communication Technology (ICT) is
not optimal due to teachers' lack of competence in
utilizing ICT and their heavy workload, which leaves
them with little time to develop creative teaching
materials.
Asmaranti and Sri (2018) mentioned the suboptimal
use of ICT devices in teaching due to (1) inadequate
computer facilities in schools, (2) teachers' limited
participation in training for computer-based
instructional media development, and (3) the lack of
computer-based instructional media development.

Maharuli and Zulherman (2021) highlighted the

suboptimal utilization of technology-based media
due to (1) internet network limitations, (2) teachers'
insufficient computer literacy, and (3) teachers' lack
of experience in creating technology-based media.

Interview results:

1. Expert (Desilia Kurniawati , M.Pd. the member of

MGMP OKI and a teacher at SMPN 6 Cengal)
6.1.1. Parents believe that teaching is always
done by teachers alone.

2. School Principal ( Yuyun Yuningsih, Spd. Msi. The

School Principal of SMPN 6 Lempuing)
6.1.2.Teachers and parents have different
perspectives regarding learning.
3. Colleague ( Anita Fitriani, English teacher at
SMPN 6 Lempuing)
6.1.3. Teachers have not yet involved parents in
structured activities.
4. School Supervisor ( Drs. Saleh Rusbandi, M.Si)
3.1.4. Parents' responses or feedback are slow,
thereby hindering communication.