Abstract
Numeracy is an essential competency that needs to be strengthened to support junior high school students’ readiness for the Mathematics Test of Academic Competence (TKA). This study aimed to analyze teachers’ and students’ needs as a basis for developing an adaptive interactive e-module to strengthen junior high school students’ numeracy skills for the Mathematics TKA. A descriptive quantitative approach was employed, involving five mathematics teachers and 28 junior high school students in South Kalimantan, Indonesia. Data were collected using needs analysis questionnaires and analyzed descriptively using frequencies and percentages. The results showed that all teachers indicated that students’ numeracy skills still needed improvement, while 96.4% of students reported needing more numeracy practice. All teachers agreed that digital media could increase student engagement and expressed a need for an interactive e-module supported by multimedia components, while 92.9% of students needed attractive and user-friendly digital numeracy learning materials. The need for adaptive characteristics was also evident, as all teachers and students indicated a need for opportunities to revisit learning materials, varied exercises, and learning at an individual pace. Furthermore, 96.4% of students needed immediate feedback, and all students wanted information about the materials they had and had not yet mastered. The use of Banjar local cultural contexts also received positive responses, particularly the Floating Market (89.3%), Sasirangan fabric (85.7%), and traditional Banjar foods (85.7%). These findings indicate that the e-module to be developed should incorporate three key characteristics: interactivity, adaptivity, and contextuality, as a basis for strengthening students’ numeracy skills in preparation for the Mathematics TKA.