IMPLEMENTASI COLLABORATIVE LEARNING COMMUNITY DALAM MENINGKATKAN KEMAMPUAN MANAJEMEN PEMBELAJARAN LITERASI DAN NUMERASI GURU SEKOLAH MENENGAH PERTAMA

Abstract

Abstrak: Kemampuan literasi dan numerasi bagi guru merupakan salah satu dari kemampuan yang harus dimiliki dalam hal kepemimpinan instruksional. Guru berperan dalam manajemen pembelajaran dengan merancang pembelajaran sesuai capaian pembelajaran terfokus pada pengembangan kemampuan literasi-numerasi siswa. Berdasarkan hal tersebut, maka kegiatan pengabdian kepada masyarakat dilakukan bertujuan untuk meningkatkan kemampuan literasi dan numerasi guru melalui implementasi collaborative learning community. Mitra kegiatan merupakan guru-guru di SMP di Kabupaten Karo yang berjumlah 24 orang. Metode pelaksananaan kegiatan dilakukan dengan tiga cara, yakni sosialisasi, workshop, dan pendampingan praktik. Angket kemampuan manajemen pembelajaran numerasi dan literasi digunakan sebelum dan setelah pelaksanaan kegiatan, serta dianalisis secara kuantitatif. Analisis hasil angket menemukan bahwa terdapat peningkatan manajemen pembelajaran numerasi dan literasi sebesar 82% (kategori Sangat Baik). Berdasarkan hasil analisis, maka kegiatan penerapan manajemen pembelajaran literasi dan numerasi melalui collaborative learning community direkomendasikan untuk dilanjutkan pada kegiatan berikutnya, yakni penerapan dan evaluasi keterampilan manajemen pembelajaran literasi dan numerasi.

Abstract: Literacy and numeracy skills for teachers are one of the abilities that must be possessed in terms of instructional leadership. Teachers play a role in learning management by designing learning according to learning outcomes focused on developing students' literacy-numeracy skills. Based on this, community service activities are carried out to improve teachers' literacy and numeracy skills through the implementation of collaborative learning communities. The activity partners are teachers at junior high schools in Karo Regency totaling 24 people. The method of implementing activities is carried out in three ways, namely socialization, workshops, and practical assistance. Questionnaires on numeracy and literacy learning management skills were used before and after the implementation of the activities, and analyzed quantitatively. Analysis of the questionnaire results found that there was an increase in numeracy and literacy learning management of 82% (Very Good category). Based on the results of the analysis, the activity of implementing literacy and numeracy learning management through collaborative learning communities is recommended to be continued in the next activity, namely the implementation and evaluation of literacy and numeracy learning management skills.