PENINGKATAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR MELALUI PENDAMPINGAN BERBASIS LITERASI
DOI:
https://doi.org/10.31764/jmm.v5i6.5614Keywords:
Numeracy Literacy, Accompaniment, MathematicsAbstract
Abstrak: Gerakan literasi numerasi merupakan suatu gerakan yang dicanangkan pemerintah Indonesia sejak 2016 untuk menyadarkan dan mengembangkan kemampuan literasi numerasi peserta didik maupun masyarakat. Namun, dalam implementasinya banyak siswa yang masih belum memiliki kemampuan literasi numerasi yang cukup. Salah satunya adalah siswa di SDN 2 Candi Ponorogo. Tujuan pelaksanaan pengabdian masyarakat ini untuk meningkatkan kualitas pembelajaran yang berlangsung di SDN 2 Candi melalui pendampingan berbasis literasi numerasi. Kegiatan pendampingan terdiri dari tiga metode, yakni pembelajaran matematika di dalam kelas, pembelajaran matematika di luar kelas, dan pembelajaran matematika dengan menggunakan adaptasi teknologi. Hasil kegiatan pengabdian masyarakat ini diperolah bahwa sebelum kegiatan pengabdian terdapat 65% siswa yang nilainya masih di bawah KKM, setelah kegiatan pendampingan pembelajaran jumlah siswa yang nilainya di bawah KKM menjadi 40%.
Abstract: The numeracy literacy movement is a movement launched by the Indonesian government since 2016 to raise awareness and develop the numeracy literacy skills of students and the community. However, in its implementation, many students still do not have sufficient numeracy literacy skills. One of them is a student at SDN 2 Candi Ponorogo. The purpose of implementing this community service is to improve the quality of learning that takes place at SDN 2 Candi through numeracy-based assistance. Mentoring activities consist of three methods, namely learning mathematics in the classroom, learning mathematics outside the classroom, and learning mathematics using technology adaptation. The results of this community service activity showed that before the service activity there were 65% of students whose scores were still below the KKM, after the learning assistance activities the number of students whose scores were below the KKM was 40%.
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