HABITUASI GERAKAN LITERASI-NUMERASI MELALUI PROGRAM KAMPUS MENGAJAR DI SEKOLAH DASAR

Abstract

Abstrak: Tim pengabdian terdiri dari peserta kampus mengajar sebanyak 5 orang mahasiswa yang berasal dari universitas Riau, universitas islam riau, dan STMIK AMIK Riau dan seorang dosen pembimbing lapangan (DPL). Adapun yang menjadi sekolah mitra dalam pengabdian ini adalah sebuah sekolah dasar di kabupaten Kampar, Riau. Pengabdian dilakukan kurang lebih selama 5 bulan. Selama masa pengabdian, habituasi gerakan literasi-numerasi dilakukan dengan berbagai kegiatan diantaranya private membaca, mading, pembuatan poster, membaca nyaring, festival literasi, kunjungan rutin antar kelas ke perpustakaan, pohon numerasi, dan media pembelajaran numerasi. Metode yang dilakukan meliputi sosialisasi dan habituasi melalui pendekatan partisipatif. Kegiatan dilakukan setiap hari dan di akhir kegiatan dilakukan evaluasi melalui pre test dan post test AKM. Hasil pretest menunjukkan presentase nilai literasi sebesar 80% dan numerasi sebesar 72%. sedangkan hasil posttest menunjukkan peningkatan pada literasi dengan presentase 85%, namun presentase numerasi mengalami penurunan menjadi 65%. Direkomendasikan agar kegiatan habituasi literasi-numerasi ini dapat terus dilanjutkan oleh pihak sekolah guna meningkatkan kecerdasan literasi numerasi peserta didik.

Abstract: The community service team consisted of five campus teaching participants from the University of Riau, the Islamic University of Riau, and STMIK AMIK Riau, and a field supervisor (DPL). The partner schools in this community service were two elementary schools in Kampar Regency, Riau. The community service was carried out for approximately five months. During the community service period, habituation of the literacy-numeracy movement was carried out through various activities including private reading, wall magazines, poster making, reading aloud, literacy festivals, regular visits between classes to the library, numeracy trees, and numeracy learning media. The methods used included socialization and habituation through a participatory approach. Activities were carried out every day and at the end of the activity, an evaluation was carried out through a pre-test and post-test AKM. The pre-test results showed a literacy score of 80% and a numeracy score of 72%. While the post-test results showed an increase in literacy with a percentage of 85%, but the numeracy percentage decreased to 65%. It is recommended that this literacy-numeracy habituation activity can be continued by the school to improve the numeracy literacy intelligence of students.