Heutogogy Learning Model: An Exploratory Approach to Improve Numeracy Literacy and Numeracy Skills of High School Teachers

Heny Kusdiyanti (1) , Rully Aprilia Zandra (2) , Robby Wijaya (3) , Indra Febrianto (4) , Umniyah Juman Rosyidah (5) , Nawang Kalbuana (6)
(1) Universitas Negeri Malang, Malang, Indonesia , Indonesia
(2) Universitas Negeri Malang, Malang, Indonesia , Indonesia
(3) Universitas Negeri Malang, Malang, Indonesia , Indonesia
(4) Universitas Negeri Malang, Malang, Indonesia , Indonesia
(5) Universitas Negeri Malang, Malang, Indonesia , Indonesia
(6) Politeknik Penerbangan Indoensia Curug , Indonesia


This study aims to develop a heutogogy learning model determining indigenous resources to improve numeracy literacy for high school teachers to prepare their teachers against disruptive education. This type of research is development research according to two stages, namely (a) exploratory research to identify educator characteristics and needs and (b) development research to develop a neurology model based on educators' needs. The Heutogogy model succeeded in increasing the literacy of educator numeracy in high school as a preparation to create the competence of an educator in the disruptive education era. This model has also succeeded in improving the literacy and number skills of teachers as primary agents of the information literacy movement in schools. Need further research to implement this model on the different competencies with more deep user validation. This research can improve educators' literacy and numerical abilities, which are needed in the world of education in the next 10 years.

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Heny Kusdiyanti
Rully Aprilia Zandra
rullyzandra.fs@um.ac.id (Primary Contact)
Robby Wijaya
Indra Febrianto
Umniyah Juman Rosyidah
Nawang Kalbuana
Kusdiyanti, H., Zandra, R. A., Wijaya, R., Febrianto, I., Rosyidah, U. J., & Kalbuana, N. Heutogogy Learning Model: An Exploratory Approach to Improve Numeracy Literacy and Numeracy Skills of High School Teachers. Journal of Intercultural Communication, 24(3). https://doi.org/10.36923/jicc.v24i3.820

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