ANALISIS CAPAIAN KEMAMPUAN LITERASI DAN NUMERASI PESERTA DIDIK DI SDN TEGALSARI 5 TAHUN 2025

Hanung Setiadi

doi:10.51878/elementary.v5i2.5696

Authors

Hanung Setiadi Prodi Magister Pendidikan Dasar Universitas Negeri Semarang

DOI:

https://doi.org/10.51878/elementary.v5i2.5696

Keywords:

Capaian Literasi, Capaian Numerasi, Pendidikan Dasar

Abstract

The analysis of literacy and numeracy achievement is a crucial indicator for evaluating the quality of basic education, particularly at SDN Tegalsari 5 in 2025. Literacy and numeracy are not only fundamental competencies that students must master but also form the basis for critical thinking skills and readiness to face future challenges. This study aims to evaluate students' literacy and numeracy achievements based on the 2025 Annual Education Report of SDN Tegalsari 5 through a secondary data review method from official documents. The primary focus is on an 11% decline in literacy achievement and a 1.4% increase in numeracy compared to the previous year. Data shows literacy achievement of 88.89% and numeracy achievement of 81.48%. The significant decline in literacy is a major concern as literacy is the core of academic competencies, while the increase in numeracy indicates a positive development that should be maintained. The analysis provides an overview of the current learning conditions and serves as a basis for recommendations to develop more effective learning strategies. Recommendations include innovating literacy teaching methods, enhancing teacher training, engaging families and the school environment actively, and implementing ongoing monitoring. These findings aim to guide efforts to improve the quality of education at SDN Tegalsari 5 so that literacy and numeracy achievements continue to improve in the future

ABSTRAK

Analisis capaian kemampuan literasi dan numerasi merupakan indikator penting dalam mengukur mutu pendidikan dasar, khususnya di SDN Tegalsari 5 pada tahun 2025. Literasi dan numerasi tidak hanya menjadi kompetensi dasar yang wajib dikuasai peserta didik, tetapi juga menjadi fondasi bagi keterampilan berpikir kritis dan kesiapan menghadapi tantangan masa depan. Penelitian ini bertujuan untuk mengevaluasi capaian kemampuan literasi dan numerasi peserta didik berdasarkan Laporan Rapor Pendidikan SDN Tegalsari 5 Tahun 2025 melalui metode telaah data sekunder dari dokumen resmi. Fokus utama adalah pada penurunan capaian literasi sebesar 11% dan peningkatan numerasi sebesar 1,4% dibanding tahun sebelumnya. Data menunjukkan bahwa capaian literasi mencapai 88,89% sedangkan numerasi sebesar 81,48%. Penurunan signifikan literasi menjadi perhatian utama karena literasi merupakan basis utama kompetensi akademik, sementara peningkatan numerasi menandakan kemajuan positif yang perlu dipertahankan. Hasil analisis ini memberikan gambaran kondisi pembelajaran saat ini dan dasar rekomendasi untuk pengembangan strategi pembelajaran yang lebih efektif. Rekomendasi mencakup pengembangan metode pembelajaran literasi yang inovatif, peningkatan pelatihan guru, keterlibatan keluarga dan lingkungan sekolah, serta penerapan monitoring berkelanjutan. Temuan ini diharapkan dapat memandu upaya peningkatan mutu pendidikan di SDN Tegalsari 5 agar keberhasilan capaian literasi dan numerasi peserta didik semakin meningkat di masa mendatang.

References

Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 408–425). Routledge.

Cohen Kadosh, R., Dowker, A., Heine, A., Kaufmann, L., & Kucian, K. (2013). Interventions for improving numerical abilities: Present and future. Trends in Neuroscience and Education, 2(2), 85–93.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.

Ekowati, D. W., Astuti, Y. P., Utami, I. W. P., Mukhlishina, I., & Suwandayani, B. I. (2019). Literasi Numerasi Di Sd Muhammadiyah. Else (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 3(1), 93. https://Doi.Org/10.30651/Else.V3i1.2541

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. https://doi.org/10.1037/a0014939

Kemendikbud Ristek. (2023). Laporan Hasil Survei Literasi dan Numerasi 2023. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kemendikbud. (2017). Materi Pendukung Literasi Numerasi. In Kementrian Pendidikan dan Kebudayaan. Kementrian Pendidikan dan Kebudayaan.

Lonigan, C. J., & Shanahan, T. (2009). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Mahmud, M. R., Pratiwi, I. M., Islam, U., Sunan, N., Djati, G., Islam, U., Sunan, N., & Djati, G. (2019). Literasi Numerasi Siswa Dalam Pemecahan Masalah Tidak Terstruktur. 4(1), 69–88

OECD. (2018). The Future of Education and Skills: Education 2030. Paris: OECD Publishing.

PISA. (2018-2022). Programme for International Student Assessment Results. OECD Publishing.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Turner, J. C., Thorpe, P., & Meyer, D. K. (2018). Students’ reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 110(1), 1–15.

Wentzel, K. R. (2009). Peers and academic functioning at school. In K. Rubin, W. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531–547). The Guilford Press.