PENGEMBANGAN KREATIVITAS PEMBELAJARAN DALAM MENINGKATKAN LITERASI DAN NUMERASI PESERTA DIDIK MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DI SDN 4 SEKOTONG TENGAH

Abstract

ABSTRAK

Kegiatan Kuliah Kerja Nyata Pendidikan (KKN-DIK) di SDN 4 Sekotong Tengah bertujuan untuk meningkatkan kemampuan literasi dan numerasi siswa melalui pendekatan Contextual Teaching and Learning (CTL). Latar belakang kegiatan ini adalah rendahnya tingkat literasi dan numerasi siswa yang masih terbatas pada membaca permukaan dan berhitung sederhana tanpa keterkaitan dengan konteks nyata. Mitra sasaran dalam kegiatan ini adalah guru dan peserta didik kelas IV dan V SDN 4 Sekotong Tengah yang melibatkan 30 peserta didik. Metode pelaksanaan meliputi survei kebutuhan, perancangan kegiatan kreatif berbasis CTL, pendampingan pembelajaran, serta implementasi kegiatan literasi dan numerasi yang melibatkan siswa, guru, dan mahasiswa secara partisipatif. Hasil kegiatan menunjukkan bahwa kemampuan literasi siswa meningkat melalui kegiatan membaca cerita rakyat lokal dan menuliskan gagasan sederhana, sedangkan kemampuan numerasi berkembang melalui latihan soal berbasis kehidupan sehari-hari, seperti menghitung belanja dan membuat grafik sederhana. Selain itu, motivasi belajar siswa juga meningkat karena kegiatan dirancang menyenangkan, interaktif, dan sesuai dengan pengalaman nyata mereka. Program ini memberikan dampak positif tidak hanya bagi siswa, tetapi juga bagi guru yang memperoleh inspirasi dalam mengembangkan pembelajaran kontekstual. Dengan demikian, penerapan CTL dapat menjadi salah satu strategi efektif dalam meningkatkan kualitas pembelajaran literasi dan numerasi di sekolah dasar.

Kata kunci: Literasi, Numerasi; Contextual Teaching and Learning (CTL); KKN-DIK, SDN 4 Sekotong Tengah.

ABSTRACT

The Educational Community Service Program (KKN-DIK) at SDN 4 Sekotong Tengah aimed to improve students’ literacy and numeracy skills through the Contextual Teaching and Learning (CTL) approach. This program was motivated by the low level of students’ literacy and numeracy, which was reflected in their limited ability to comprehend reading materials and apply mathematical concepts in real-life situations. The target participants of this program were teachers and fourth- and fifth-grade students of SDN 4 Sekotong Tengah, involving a total of 30 students. The implementation methods included a needs assessment, the design of creative learning activities based on the CTL approach, learning assistance, and the implementation of literacy and numeracy activities involving students, teachers, and university students in a participatory manner. The results showed that students’ literacy skills improved through activities such as reading local folktales and writing simple summaries, while their numeracy skills developed through contextual exercises, including shopping simulations and simple graph construction. In addition, students demonstrated higher learning motivation because the activities were interactive, enjoyable, and closely related to their daily experiences. The program also provided positive benefits for teachers by inspiring them to develop more contextual and creative learning practices. Therefore, the implementation of the CTL approach can serve as an effective strategy for improving the quality of literacy and numeracy learning in elementary schools.

Keywords: Literacy; Numeracy; Contextual Teaching and Learning (CTL); KKN-DIK, SDN 4 Sekotong Tengah.