Penguatan Literasi dan Numerasi Anak Sekolah Dasar Melalui Pendampingan Belajar Berbasis Komunitas di Dusun Tejong

Abstract

Rendahnya kemampuan literasi membaca dan numerasi dasar masih menjadi tantangan pendidikan di wilayah pedesaan, termasuk di Dusun Tejong, Desa Ketangga, yang ditandai dengan rendahnya minat membaca, keterbatasan bahan bacaan, serta rendahnya kepercayaan diri anak dalam menyelesaikan operasi perkalian dasar. Program pengabdian kepada masyarakat ini bertujuan memperkuat kemampuan literasi dan numerasi anak sekolah dasar melalui pendampingan belajar berbasis komunitas sebagai upaya mendukung pencapaian Sustainable Development Goals (SDGs) Tujuan 4 tentang pendidikan berkualitas. Kegiatan dilaksanakan menggunakan pendekatan Participatory Action Research (PAR) yang melibatkan mahasiswa Kuliah Kerja Nyata (KKN), sekolah, pemerintah dusun, orang tua, dan masyarakat pada seluruh tahapan kegiatan, mulai dari analisis kebutuhan, perencanaan, pelaksanaan, hingga evaluasi. Program diikuti oleh 16 anak sekolah dasar sebagai peserta aktif. Pendampingan literasi dilakukan melalui penerapan metode phonics   dan storytelling, sedangkan penguatan numerasi dilaksanakan melalui latihan bertahap, metode perkalian bersusun pendek, serta pemberian reward untuk meningkatkan motivasi belajar. Hasil evaluasi menunjukkan adanya peningkatan kemampuan peserta, ditandai dengan meningkatnya jumlah anak yang berani membaca dari 5 menjadi 14 orang, kemampuan retelling dari 3 menjadi 10 orang, serta kemampuan menyelesaikan operasi perkalian dari 5 menjadi 7 orang. Selain itu, program turut meningkatkan motivasi belajar, rasa percaya diri, dan partisipasi aktif peserta melalui kolaborasi antara perguruan tinggi, sekolah, pemerintah dusun, orang tua, dan masyarakat. Temuan ini menunjukkan bahwa pendampingan belajar berbasis komunitas memberikan hasil positif sebagai alternatif strategi pendampingan dalam memperkuat kemampuan literasi membaca anak, sementara peningkatan kemampuan numerasi dasar juga terlihat meskipun masih memerlukan pendampingan yang lebih berkelanjutan.

Strengthening Literacy and Numeracy Skills of Elementary School Children Through Community-Based Learning Support in Tejong Hamlet

Abstract

Low levels of reading literacy and basic numeracy remain significant educational challenges in rural areas, including Dusun Tejong, Ketangga Village, characterized by low reading interest, limited access to reading materials, and low confidence in solving basic multiplication problems. This community service program aimed to strengthen elementary students' reading literacy and numeracy skills through community-based learning assistance while supporting Sustainable Development Goal (SDG) 4 on Quality Education. Using a Participatory Action Research (PAR) approach, the program engaged university students participating in the Community Service Program (Kuliah Kerja Nyata), schools, village authorities, parents, and the local community in needs assessment, planning, implementation, and evaluation. Sixteen elementary students participated in activities combining phonics and storytelling for reading literacy with gradual practice, short-column multiplication, and motivational rewards for numeracy. Evaluation showed notable improvements: students confident in reading aloud increased from 5 to 14, those able to retell reading content increased from 3 to 10, and those able to solve multiplication problems increased from 5 to 7. The program also enhanced learning motivation, self-confidence, and active participation through multi-stakeholder collaboration. These findings demonstrate that community-based learning assistance is a promising strategy for strengthening children's reading literacy and supporting basic numeracy development, although sustained and continuous assistance remains necessary to consolidate numeracy gains and ensure longer-term educational outcomes. Low levels of reading literacy and basic numeracy remain major educational challenges in rural areas, including Dusun Tejong, Ketangga Village, as indicated by students’ low interest in reading, limited access to reading materials, and lack of confidence in solving basic multiplication problems. This community service program aimed to strengthen elementary school students’ reading literacy and numeracy skills through community-based learning assistance while supporting Sustainable Development Goal (SDG) 4 on Quality Education. The program employed a Participatory Action Research (PAR) approach involving university students participating in the Community Service Program (Kuliah Kerja Nyata), schools, village authorities, parents, and the local community in needs assessment, planning, implementation, and evaluation. Sixteen elementary school students participated in the program. Reading literacy was strengthened through phonics and storytelling, while numeracy activities used gradual practice, short-column multiplication, and rewards to enhance learning motivation. Evaluation results showed improvements in students’ abilities: those confident in reading aloud increased from 5 to 14, those able to retell stories from 3 to 10, and those able to solve multiplication problems from 5 to 7. The program also enhanced students’ learning motivation, self-confidence, and active participation. These findings indicate that community-based learning assistance can effectively strengthen children’s reading literacy and contribute to basic numeracy development, although numeracy gains remain relatively modest and require sustained follow-up support.