Empowering Indonesian Language Teachers through Numeracy Literacy-Based Ice Breaking to Support Contextual Learning in Vocational High Schools

Abstract

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This community service program aimed to enhance teachers' professional competence through the development of numeracy literacy-based ice breaking as an instructional innovation. The program employed a Participatory Action Research (PAR) approach consisting of needs assessment, training, mentoring, collaborative lesson design, and evaluation. Fifteen Indonesian language teachers participated in the program. Data were collected through observations, focus group discussions, questionnaires, documentation, and assessment of teachers' instructional products, and were analyzed descriptively. The findings demonstrate improved teacher understanding of numeracy literacy, enhanced competence in designing numeracy literacy-based ice breaking, and the production of classroom-ready learning activities. The program also strengthened professional collaboration within the MGMP community and promoted sustainable instructional innovation. These findings indicate that numeracy literacy-based ice breaking represents an effective strategy for improving Indonesian language instruction while supporting cross-curricular numeracy literacy development.