PENINGKATAN LITERASI DAN NUMERASI SISWA SEKOLAH DASAR BERBASIS AKTIVITAS INTERAKTIF

https://doi.org/10.23960/ela.v5i2.2337
Published: Sep 26, 2026

Abstract:

This community service program aims to improve the initial reading and numeracy skills of elementary school students through the application of language-based interactive learning supported by digital media. This activity was carried out as an effort to overcome the problem of students' low basic skills in recognizing letters, reading syllables, understanding words, composing simple sentences, and understanding basic numeracy concepts. The method of implementing activities is carried out through learning assistance, the use of interactive digital media, story-based reading activities, educational games, and numeracy exercises through contextual questions. The learning approach integrates the surrounding environment and local cultural context as a learning resource that is relevant to students' experiences. This activity involves teachers and students in the process of implementation, mentoring, and evaluation of the development of literacy and numeracy skills. The expected outcomes are in the form of improving students' reading and numeracy skills, increasing learning motivation, and the availability of interactive learning media that can be used continuously by elementary school teachers.

Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan membaca permulaan dan numerasi siswa Sekolah Dasar melalui penerapan pembelajaran interaktif berbasis bahasa yang didukung oleh media digital. Kegiatan ini dilaksanakan sebagai upaya untuk mengatasi permasalahan rendahnya kemampuan dasar siswa dalam mengenal huruf, membaca suku kata, memahami kata, menyusun kalimat sederhana, serta memahami konsep numerasi dasar. Metode pelaksanaan kegiatan dilakukan melalui pendampingan pembelajaran, penggunaan media digital interaktif, kegiatan membaca berbasis cerita, permainan edukatif, dan latihan numerasi melalui soal kontekstual. Pendekatan pembelajaran mengintegrasikan lingkungan sekitar dan konteks budaya lokal sebagai sumber belajar yang relevan dengan pengalaman siswa. Kegiatan ini melibatkan guru dan siswa dalam proses implementasi, pendampingan, serta evaluasi perkembangan kemampuan literasi dan numerasi. Luaran yang diharapkan berupa peningkatan kemampuan membaca dan numerasi siswa, peningkatan motivasi belajar, serta tersedianya media pembelajaran interaktif yang dapat digunakan secara berkelanjutan oleh guru Sekolah Dasar.

Keywords:
1. Basic literacy
2. student numeracy
3. interactive digital media
4. contextual learning
5. primary school.
Authors:
1 . Fidyawati Monoarfa
Universitas Negeri Gorontalo
2 . Nur Sakinah Aries
Universitas Negeri Gorontalo
3 . Reska Putri Ismail
Universitas Negeri Gorontalo
4 . Sri Handayani
Universitas Negeri Gorontalo
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How to Cite
Monoarfa, F., Aries, N. S., Ismail, R. P., & Handayani, S. (2026). PENINGKATAN LITERASI DAN NUMERASI SISWA SEKOLAH DASAR BERBASIS AKTIVITAS INTERAKTIF. Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat, 5(2), 336–345. https://doi.org/10.23960/ela.v5i2.2337
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Vol. 5 No. 2 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Articles
References

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  2. Arfani, L. (2018). Mengunggah minat baca siswa sekolah dasar melalui penggunaan media gambar. Jurnal Pendidikan Dasar Indonesia, 3(1), 12–18.
  3. Ball, D. L. (2018). Mathematical knowledge for teaching. Harvard University Press.
  4. Boaler, J. (2016). Mathematical mindsets: Visualizing and investigating big ideas. Jossey-Bass.
  5. Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach (2nd ed.). Routledge.
  6. Dehaene, S. (2009). Reading in the brain: The new science of how we read. Penguin Viking.
  7. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  8. Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.
  9. Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Rockets. https://www.readingrockets.org/article/systematic-phonics-instruction
  10. Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2016). Pathways to arithmetic word-problem solving among children with low and high arithmetic achievement. Journal of Educational Psychology, 108(5), 676–693.
  11. Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan.
  12. Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.
  13. Kilpatrick, D. A. (2016). Equipped for reading success: A comprehensive, step-by-step program for developing phonemic awareness and fluent word recognition. Casey & Kirsch Publishers.
  14. Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.
  15. Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
  16. Mercer, N. (2019). Language and the joint creation of knowledge. Routledge.
  17. Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326.
  18. Munir. (2017). Pembelajaran digital. Alfabeta.
  19. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  20. OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://www.oecd.org/pisa/publications/pisa-2018-results.htm
  21. OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://www.oecd.org/pisa/publications/pisa-2022-results.htm
  22. Prastowo, A. (2019). Analisis pengembangan bahan ajar tematik berbasis kearifan lokal di sekolah dasar. Remaja Rosdakarya.
  23. Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44(2), 162–169.
  24. Sadiman, A. S., Rahardjo, R., Haryoji, A., & Rahardhito, A. (2018). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Rajawali Pers.
  25. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.
  26. Sudjana, N., & Rivai, A. (2015). Media pengajaran. Sinar Baru Algensindo.
  27. Sugiyono. (2019). Metode penelitian & pengembangan (Research and development/R&D). Alfabeta.
  28. Suyono. (2019). Pembelajaran bahasa Indonesia berbasis literasi. Remaja Rosdakarya.
  29. Tarigan, H. G. (2015). Membaca sebagai suatu keterampilan berbahasa. Angkasa.
  30. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707
  31. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  32. Wati, E. R. (2016). Ragam media pembelajaran. Kata Pen.
  33. Yulianti, R., & Rahayu, S. (2021). Efektivitas penggunaan media flipbook digital dalam meningkatkan kemampuan membaca permulaan siswa sekolah dasar. Jurnal Inovasi Pembelajaran Sekolah Dasar, 5(2), 89–98.
  34. Zulkardi. (2013). Pendidikan matematika realistik Indonesia (PMRI): Perkembangan dan tantangannya. Universitas Sriwijaya Press.