Analisis Hasil Evaluasi Program AKM Kelas Kampus Mengajar 7 terhadap Kemampuan Literasi dan Numerasi di SDN Bades 03

Cantika Kunthi Prabandari; Astri Widyaruli Anggraeni

doi:10.61132/arjuna.v2i5.1204

Authors

Cantika Kunthi Prabandari Universitas Muhammadiyah Jember
Astri Widyaruli Anggraeni Universitas Muhammadiyah Jember

DOI:

https://doi.org/10.61132/arjuna.v2i5.1204

Keywords:

AKM, literacy, numeracy, basic education, program evaluation

Abstract

This study aims to evaluate the effectiveness of the AKM program of the Teaching Campus Class 7 in improving students' literacy and numeracy skills at SDN Bades 03. The research method used is literature research with a qualitative literature study approach. The data used are the results of the pretest and posttest of students' literacy and numeracy before and after participating in the program. The results of the analysis showed that there was a significant improvement in students' numeracy skills, from an average pretest score of 34.4% to 50.1% in the posttest. Meanwhile, the increase in literacy skills, although positive, was relatively small, from 50.1% to 54.6%. These findings show that this program is effective in improving students' basic skills, especially in the aspect of numeracy. Factors supporting the success of the program include interactive teaching methods and support from teachers as well as the use of relevant teaching materials. In conclusion, the AKM Teaching Campus Class 7 program has succeeded in making a positive contribution in improving students' basic competencies, but further evaluation of literacy teaching methods is needed to achieve more optimal results. The implications of this study emphasize the importance of an adaptive and student-centered learning approach to improve the effectiveness of education in primary schools.

Downloads

Download data is not yet available.

References

Brophy, J. (2020). Effective Teaching Methods. Pearson Education.

Brown, P., Roediger, H. L., & McDaniel, M. A. (2021). Make It Stick: The Science of Successful Learning. Journal of Educational Psychology, 113(2), 243-258. https://doi.org/10.1037/edu0000669

Chen, X., Zou, D., Cheng, G., & Xie, H. (2021). Detecting latent topics and trends in educational technology research: A topic model approach. Australasian Journal of Educational Technology, 37(2), 67-92. https://doi.org/10.14742/ajet.5862

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.

Grotlüschen, A., Buddeberg, K., & Dutz, G. (2019). Numeracy practices and numeracy skills: A focus on adults with low proficiency levels. International Review of Education, 65(2), 305-331. https://doi.org/10.1007/s11159-019-09777-z

Hanushek, E. A., & Woessmann, L. (2020). The Knowledge Capital of Nations: Education and the Economics of Growth. MIT Press.

Hattie, J. (2019). Visible Learning: Feedback. Routledge.

Junaedi, Y., Yulianto, D., Anwar, S., & Umami, M. R. (2023). Analisis Hasil Akhir Kemampuan Numerasi Melalui Asesmen Kompetensi Minimum (AKM) Program Kampus Mengajar Angkatan 5. Geomath, 4(1), 11-18.

Kim, N., Belland, B. R., & Axelrod, D. (2019). Scaffolding for optimal challenge in K–12 problem-based learning. Interdisciplinary Journal of Problem-based Learning, 13(1). https://doi.org/10.7771/1541-5015.1745

Kintu, M. J., Zhu, C., & Kagambe, E. (2019). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 16(1), 1-20. https://doi.org/10.1186/s41239-019-0174-2

Lim, C. P., Wang, T., & Graham, C. R. (2020). Driving educational transformation in secondary schools: A Singapore case study. Technology, Pedagogy and Education, 29(3), 353-366. https://doi.org/10.1080/1475939X.2020.1729235

National Council of Teachers of Mathematics. (2020). Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations. Mathematics Teacher Educator, 8(2), 80-89.

OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing.

Richardson, V. (2019). Constructivist Teaching and Teacher Education: Theory and Practice. Routledge.

Sukardi. (2019). Metodologi Penelitian Pendidikan (Kompetensi dan Praktiknya). Jakarta: Bumi Aksara.

Sumpter, L. (2019). Enhancing Mathematical Understanding through Numeracy Programs. Mathematics Education Research Journal, 31(2), 145-160.

Sung, H. Y., & Hwang, G. J. (2019). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 27(3), 389-401. https://doi.org/10.1080/10494820.2018.1477095

Vossoughi, S., Hooper, P. K., & Escudé, M. (2020). Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity. Harvard Educational Review, 90(3), 356-382. https://doi.org/10.17763/1943-5045-90.3.356

Wu, B., & Wang, M. (2020). Integrating competency modeling into game-based learning design and development: Insights from a systematic review. Computers & Education, 149, 103813. https://doi.org/10.1016/j.compedu.2020.103813

Zhang, Y., Lin, C.-H., Zhan, Y., & Ren, Y. (2021). The Effect of Project-Based Learning on Student Performance: A Meta-Analysis. Educational Research Review, 34, 100404. https://doi.org/10.1016/j.edurev.2021.100404