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Journal articles on the topic 'Foundational literacy and numeracy'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

D R,, Darshith. "Foundational Literacy and Numeracy Goals." International Scientific Journal of Engineering and Management 03, no. 05 (2024): 1–9. http://dx.doi.org/10.55041/isjem01645.

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The concept of a teacher-parent app designed to advance foundational literacy and numeracy goals represents a pivotal advancement in supporting early childhood education. This abstract delves into the importance of such an application in fostering collaboration between educators and families to bolster children's learning experiences. By harnessing technology to facilitate communication, share educational materials, and monitor progress, the app acts as a conduit between the school and home settings. Through tailored learning plans, engaging activities, and timely feedback, it enables parents

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Kumar, Mukesh, and Biswajit Behera. "Influence of home environment on children's foundational literacy and numeracy skills: A systematic synthesis with India in focus." Asian Journal for Mathematics Education 1, no. 3 (2022): 359–80. http://dx.doi.org/10.1177/27527263221129366.

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India has the mission to ensure that every child attains foundational literacy and numeracy (FLN) skills by the end of grade three. The National Initiatives for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is entrusted to monitor this target. However, the specific factors of the home environment, which vary among Indian children, can explain the low performance in literacy and numeracy. Therefore, this systematic review aimed to comprehensively identify the home environment factors that affect literacy and numeracy learning. Studies published between 2013 and 2022 were

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Lal, Dr. Anubhav Samuel. "Reforms In School Education: Promoting Foundational Literacy And Numeracy." International Journal of Advance and Applied Research 11, no. 6 (2024): 472–75. https://doi.org/10.5281/zenodo.14627435.

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<strong>Abstract</strong> The foundation of a nation's educational system is its school education, where the basic pillars of literacy and numeracy are built. These fundamental skills are essential not only for academic success but also for lifelong learning and socio-economic development. In recent years, there has been a global push to improve foundational literacy and numeracy (FLN) as critical factors for development. This research paper examines the reforms in school education, focusing on promoting FLN. It discusses the importance of FLN, key global and national initiatives, the challeng

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Kumar Samarjeet Mahanta. "Challenges in Implementing the FLN Mission in Mathematics at the Elementary Level: A Study on Teacher Preparedness, Training, Workload, and Infrastructure." International Journal of Scientific Research in Modern Science and Technology 4, no. 4 (2025): 32–37. https://doi.org/10.59828/ijsrmst.v4i4.320.

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The Foundational Literacy and Numeracy (FLN) Mission, introduced under the National Education Policy (NEP) 2020, aims to ensure that all children acquire basic literacy and numeracy skills by the end of Grade 3. Assam’s adaptation of this initiative—NIPUN Axom—targets localized implementation across the state. This study investigates the major challenges encountered in implementing the FLN Mission in Mathematics at the elementary level in Kamrup district, Assam, focusing on teacher preparedness, training adequacy, workload, and infrastructural limitations. Data were collected from 62 teachers

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Mallik, Partha Sarathi, and Pradeep Suna. "Development of Foundational Literacy and Numeracy Skill among Primary School Students: Theoretical Analysis of Gender and Parental Role." Asian Journal of Education and Social Studies 51, no. 6 (2025): 830–38. https://doi.org/10.9734/ajess/2025/v51i62039.

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Lower-level Foundational literacy and numeracy skills among primary students is a global concern of educational policy framers, researchers and teachers due to their positive implication for individual student’s academic progression, employment opportunity and national progress. Although research literature is enriched with findings of cognitive and institutional perspective of FLN skill of student but influence of child’s gender and parental role is less focused, more specifically how these social demographical factors affect development of foundational literacy and numeracy skills among stud

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Anjelia, Bella. "Analysis of the Relationship Between Reading Literacy and Numeracy Skills with Science Learning Outcomes of Students based UKN and ANBK." Jurnal Pendidikan, Sains Dan Teknologi 4, no. 1 (2025): 72–80. https://doi.org/10.47233/jpst.v4i1.2602.

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The study investigates the relationship between reading literacy, numeracy, and science learning outcomes among ninth-grade students at Pondok Pesantren Salafiyah Mutiara Sunnah Palembang. It aims to address persistent challenges in literacy and numeracy within Islamic boarding schools, emphasizing their impact on academic performance. Employing a quantitative approach with a correlational method, data were collected from 28 students using literacy and numeracy tests alongside science scores from national assessments. Results reveal a strong positive correlation between reading literacy and sc

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Laxman, Rajesh. "Promoting Early Childhood Literacy and Numeracy: Effective Strategies for Foundational Learning." Xpertno International Journal of Interdisciplinary Research 1, no. 2 (2024): 13–22. https://doi.org/10.5281/zenodo.10700680.

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Improving educational outcomes requires a focus on enhancing clarity, structure, and depth. Many young learners face difficulties in acquiring basic literacy and numeracy skills in their early education, which can significantly affect their long-term academic performance. This research paper synthesizes findings from a broad spectrum of academic literature to highlight effective methods for nurturing these critical skills. The methodology section details the rigorous process of literature review, including the search strategies employed, the databases consulted, and the criteria for including

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Al Hadi, Rizky Khairunnisa, Eri Yusron, I. Nyoman Indhi Wiradika, Hasto Arief Narendra, and Angela Merici Adem. "Literasi dan numerasi anak usia 6-12 tahun: Peran status sosial ekonomi dan gender berdasarkan asesmen PEMANTIK." Measurement In Educational Research 4, no. 2 (2024): 81. https://doi.org/10.33292/meter.v4i2.334.

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Penelitian ini bertujuan untuk menganalisis hubungan latar belakang status sosial ekonomi (SES) dan gender dengan kemampuan literasi dan numerasi anak usia 6-12 tahun di Indonesia. Menggunakan metode statistik deskriptif dan regresi linear berganda, penelitian ini menelusuri hubungan antara hasil asesmen literasi dan numerasi dengan berbagai variabel SES dan gender. Data diperoleh dari asesmen Pengukuran Mandiri Literasi dan Numerasi PSPK (PEMANTIK) terhadap 20.523 anak yang tersebar di 21 provinsi dan 79 kabupaten/kota. Hasil menunjukkan bahwa latar belakang pendidikan dan pekerjaan orang tua

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Sinta Ulina Situmorang. "Optimization of Literacy, Numeracy, and Technology Adaptation through the Implementation of the Kampus Mengajar Program." Jurnal Pendidikan Vokasi Indonesia 2, no. 02 (2024): 37–41. https://doi.org/10.63401/jpvi.v2i02.135.

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Improving literacy and numeracy at the primary education level is a crucial aspect that must be prioritized in the context of national educational development. One of the initiatives to enhance students' literacy and numeracy skills in Indonesia is the "Kampus Mengajar" Program, a part of the Merdeka Belajar Kampus Merdeka (MBKM) policy implemented by the Ministry of Education, Culture, Research, and Technology. SDN 101914 Kampung Baru, as a primary educational institution, plays a significant role in shaping students' character and foundational skills. This study aims to analyze the implement

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Satapathy, Dinesh, V. Sri Divya, and Deepak Kumar Pradhan. "A Study on Effectiveness of FLN Workbooks Developed by SCERT, Odisha, India." Asian Journal of Education and Social Studies 51, no. 7 (2025): 842–54. https://doi.org/10.9734/ajess/2025/v51i72173.

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Foundational literacy and numeracy (FLN) in early primary years are globally recognized as prerequisites for lifelong learning, and are a central priority of India’s NEP 2020 and the NIPUN Bharat Mission. This study assesses teachers’ perceptions of the effectiveness of SCERT Odisha’s FLN workbooks and examines whether these perceptions vary by gender and years of teaching experience. A descriptive survey design was used with 60 teachers selected through multi-stage sampling. Data were collected via bilingual printed questionnaires and analysed using descriptive and non-parametric statistical

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Kartini, Eni, Deni Darmawan, Khammataliev Dostnazar Omonovich, and Burieva Kibrio. "The Role of Policy in Improving Student Literacy and Numeracy in the Era of the Merdeka Curriculum." Journal of Innovation and Research in Primary Education 4, no. 3 (2025): 476–84. https://doi.org/10.56916/jirpe.v4i3.1349.

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This article examines the pivotal role of education policy in enhancing students' reading (literacy) and numeracy skills in the new era of the Merdeka Curriculum in Indonesia. Through a comprehensive review of various studies and educational literature, this article explores how current policies support schools and teachers in fostering these foundational skills among students. It identifies key challenges in policy implementation that may hinder its overall effectiveness. The findings suggest that effective education policy should grant schools the flexibility to tailor learning approaches to

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Dewi, Romlah Tresna, and R. Rusman. "Exploring cross-curriculum numeracy understanding and implementation in Santa Angela teachers." Inovasi Kurikulum 22, no. 1 (2025): 367–90. https://doi.org/10.17509/jik.v22i1.78561.

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Numeracy literacy is a key component in achieving the 4th Sustainable Development Goal and is part of Indonesia’s National Graduate Competency Standards, as outlined in Permendikbudristek No. 5 of 2022. However, data from the National Education Report Card over three years consistently shows that numeracy achievements lag reading literacy. Numeracy, a critical 21st-century skill, extends beyond mathematics, supporting students' ability to think critically and engage productively in a data-driven world. The Merdeka Curriculum highlights the significance of developing numeracy as a foundational

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Tollo, Vinchensia Theresia, Gde Putu Arya Oka, Dek Ngurah Laba Laksana, and Konstantinus Dua Dhiu. "Asesmen Kompetensi Minimum Anak dalam Membangun Fondasi Literasi-Numerasi dan Bagaimana Implikasi pada Pembelajaran Anak Usia Dini." Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini 7, no. 1 (2025): 89–100. https://doi.org/10.35473/ijec.v7i1.3803.

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This study aims to analyze the factors contributing to the low literacy and numeracy skills of fifth-grade students at Piga Elementary School through the AKM test, as well as to formulate strategies to improve these skills starting from Early Childhood Education. The research method used is context analysis with a combination of data triangulation. The results of the study show that students' literacy and numeracy skills are categorized as very low. The low literacy and numeracy skills of students are caused by the lack of adequate stimulation since early childhood education, less varied learn

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Rochaendi, Endi, Saepul Ma’mun, Asim Supriadi, and Deni Hardianto. "Inisiasi Penguatan Kemampuan Literasi dan Numerasi Siswa Sekolah Dasar melalui Program Literasi Berbasis Rumah." Indonesian Journal of Elementary Education and Teaching Innovation 4, no. 2 (2025): 120. https://doi.org/10.21927/ijeeti.2025.4(2).120-140.

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<em>The decline in literacy and numeracy achievement among primary school students across various regions, including Majalengka Regency, underscores the urgent need for educational interventions that transcend conventional institutional approaches and emphasize cross-contextual learning collaboration. This article critically examines the potential of the Home-Based Literacy Program as an alternative strategy to not only strengthen students’ foundational competencies but also accelerate the realization of the six dimensions of the Pancasila Student Profile. Employing a literature review m

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Alkema, Anne. "Foundation Level Workplace Training Programmes." Journal of Learning for Development 7, no. 2 (2020): 218–32. http://dx.doi.org/10.56059/jl4d.v7i2.377.

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This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context

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Wijayanto, Zainnur, Siti Rochmiyati, Rosidah Alim Hidayat, and Yuni Karsih Asmi. "Development of Canva-Based SUKA SASA Interactive Multimedia to Improve Elementary School Early Reading and Numeracy Skills." Jurnal Pendidikan Progresif 15, no. 3 (2025): 1474–96. https://doi.org/10.23960/jpp.v15i3.pp1474-1496.

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Development of Canva-Based SUKA SASA Interactive Multimedia to Improve Elementary School Early Reading and Numeracy Skills. Technological developments encourage innovations in learning media that can facilitate the delivery of material and create more engaging learning experiences. This study aims to describe the results of the analysis of teachers’ and students’ needs, as well as to test the feasibility and effectiveness of Canva-based SUKA SASA interactive multimedia in improving the early reading and numeracy skills of first-grade elementary school students. The research employed a research

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Putra, Yudi Yunika, Maulina Hendrik, and Imam Fitri Rahmadi. "Introduction of an educational robotics-based numeracy literacy corner." Community Empowerment 10, no. 5 (2025): 1135–42. https://doi.org/10.31603/ce.12403.

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Mathematical literacy skills are crucial for solving everyday mathematical problems. However, at SD Muhammadiyah Pangkal Pinang, students' numeracy literacy skills are still relatively low. This condition is exacerbated by the absence of a dedicated numeracy literacy learning center and the limited skills of teachers in designing and developing such resources. This community service (PkM) activity aimed to introduce a numeracy literacy corner to teachers as an initial step towards establishing a more comprehensive learning center. The implementation method for this PkM included three stages of

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Vasoya, Nimish, and Rajesh Vansdadiya. "Effective Strategies for Promoting Foundational Literacy and Numeracy in Early Childhood Education." Journal of Social Sciences 19, no. 1 (2023): 92–95. http://dx.doi.org/10.3844/jssp.2023.92.95.

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Hidayat, Amat, Beni Junedi, Astuti Astuti, et al. "Sosialisasi Peran Guru dalam Pengembangan Literasi dan Numerasi pada Anak Usia Dini di BKB Kemas Mekar Jaya." Jurnal Pengabdian Masyarakat (ABDIRA) 5, no. 2 (2025): 12–18. https://doi.org/10.31004/abdira.v5i2.581.

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Early childhood literacy and numeracy development is an important foundation in building sustainable learning skills. Teachers have a crucial role in guiding and facilitating children in starting their literacy and numeracy journey. This article presents the results of community service activities in the form of socialization regarding the role of teachers in developing literacy and numeracy at BKB (Bina Keluarga Balita) Kemas Mekar Jaya. The methods used in this service include lectures, discussions, and learning simulations. The results of the service show that after the socialization, teach

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Helaluddin, Helaluddin. "Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi." ESTETIK : Jurnal Bahasa Indonesia 1, no. 2 (2018): 101. http://dx.doi.org/10.29240/estetik.v1i2.582.

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The cultural literacy program is one of the six basic literacies proclaimed by the World Economic Forum in 2015. Foundational literacies are literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Cultural literacy is someone’s ability in understanding his culture and how to behave towards his culture as his nation’s identity. In other words, cultural literacy is the knowledge, perspectives, and contributions of a set of cultures that will be used by the learners in the process of reading and writing. This paper highlights the advantages of c

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Segers, Eliane, Charles A. Perfetti, and Ludo Verhoeven. "Foundations of Language, Literacy, and Numeracy Learning." International Journal of Disability, Development and Education 61, no. 3 (2014): 189–93. http://dx.doi.org/10.1080/1034912x.2014.932555.

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MUTHTHARASI, –. Art Literary Culture Tamil Journal. "Foundations in literacy and numeracy and language." MUTHTHARASI – Art Literary Culture Tamil Journal I, no. 2 (2024): 24. https://doi.org/10.5281/zenodo.10502831.

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Juliana, Juliana. "The Effectiveness of an 8-Week Learning Recovery Curriculum Program on Improving Literacy and Numeracy among Grade 3 Students in Public Elementary Schools in the Bicol Region: An Educational Economics Perspective." PERFECT EDUCATION FAIRY 3, no. 1 (2025): 15–20. https://doi.org/10.56442/pef.v3i1.1066.

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Literacy and numeracy skills are foundational, supporting long-term learning outcomes and significantly impacting future individual economic productivity. This study aims to evaluate the effectiveness of the 8-Week Learning Recovery Curriculum Program in enhancing the literacy and numeracy skills of Grade 3 students in selected public elementary schools in the Bicol region. Employing a descriptive-correlational research design combined with a Systematic Literature Review (SLR) approach, data were collected from 331 students and 11 teachers across five elementary schools in four districts of th

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Mahapatra, Soumyabrata, and Sudarshan Mishra. "STATUS OF FOUNDATIONAL LITERACY & AMP; NUMERACY AMONG PRIMARY SCHOOL STUDENTS OF ODISHA." Journal of Educare 2, no. 1 (2025): 48–62. https://doi.org/10.71216/3048-9652.vol.2.issue.1.5.

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Santiago, Emmalyn Tenedero, and Michelle L. Mustacisa. "BUILDING THE FOUNDATION: HOW LITERACY AND NUMERACY SKILLS IN THIRD GRADE IMPACT OVERALL ACADEMIC ACHIEVEMENT." Ignatian International Journal for Multidisciplinary Research 2, no. 7 (2024): 367–81. https://doi.org/10.5281/zenodo.12733229.

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This study explored the factors influencing academic performance in Grade 3 students within the District of Motiong, Schools Division of Samar (School Year 2023-2024). The research aimed to understand how literacy and numeracy program implementation impacted student achievement. Findings revealed a high level of program integration into curriculum and teaching practices. However, high implementation alone did not guarantee improved performance. Age differences emerged, with older students showing stronger engagement in numeracy but potentially struggling with fluency. Gender did not significan

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Haslinda, Mulawakkan Firdaus Andi, and Husniati Andi. "Analisis of Numeracy Literacy among Visually Impaired Students at YAPTI Based on the Degree of Visual Impairment." International Journal of Innovative Research in Multidisciplinary Education 04, no. 04 (2025): 313–19. https://doi.org/10.5281/zenodo.15181794.

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This study aims to analyze the impact of the degree of visual impairment on the numeracy literacy skills of students at the Indonesian Foundation for the Visually Impaired (YAPTI). A quantitative research approach with a descriptive-comparative design was employed. Data were collected through numeracy literacy tests, observations, and interviews with both students and teachers. The findings indicate significant differences in numeracy literacy skills between students with low vision and those with total blindness. Students with low vision scored higher in fundamental concept comprehension, pro

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Sriyono, Sriyono, Rahmi Susanti, Yosef Yosef, and Effendi Nawawi. "Meningkatkan Literasi dan Numerasi Berdasarkan Filsafat Ki Hadjar Dewantara di SDN Sumber Agung." Asian Journal of Early Childhood and Elementary Education 2, no. 6 (2024): 660–73. http://dx.doi.org/10.58578/ajecee.v2i6.4197.

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The level of literacy and numeracy of students in Indonesia is still concerning, especially at the basic education level. At SDN Sumber Agung, which is in a rural environment, the challenge of improving literacy and numeracy is quite complex. Ki Hadjar Dewantara, an Indonesian education figure, has laid important foundations in the philosophy of national education. Ki Hadjar Dewantara's thinking emphasizes the importance of liberating education, namely education that can develop students' potential holistically, both in cognitive, affective, and psychomotor aspects. The purpose of this study i

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Rahmayanti, Danica Zerlinda, and Sutama. "Pembudayaan Literasi Numerasi dalam Kegiatan Inti Pembelajaran Matematika di Sekolah Menengah Pertama." JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH 6, no. 2 (2022): 19–24. http://dx.doi.org/10.21009/jrpms.062.03.

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Numerical literacy skills are needed in all aspects of life, both in education, work and society. Numerical literacy continues to grow so that it requires humans to continue to adapt in various aspects of education. Numerical literacy is seen as an evolution and is used as a foundation for the development of education in Indonesia so that the cultivation of numeracy literacy is very important. The research objectives in this article are twofold. 1) Describe controlled training of numeracy literacy culture groups in core activities. 2) Describe the independent training of numeracy literacy cult

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Fauziah, Nurlaili, and Dyah Ayu Pramoda Wardhani. "Pengembangan Modul Numerasi Materi Pengukuran Panjang (Monupa) Berbantuan Kodular terhadap Kemampuan Numerasi Siswa Sekolah Dasar." Diniyah: Jurnal Pendidikan Dasar 6, no. 1 (2025): 63. https://doi.org/10.31332/dy.v6i1.9473.

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Numeracy skills are essential foundational competencies that must be mastered from the elementary school level. However, students' low interest in mathematics and high dependency on digital devices pose challenges that require innovative solutions. This study aims to develop and evaluate the effectiveness of the Numeracy Module on Length Measurement (Monupa), supported by Kodular, as a contextual, interactive learning solution aligned with students’ digital habits. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of five stages: analysis, de

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Wilkinson, Melanie, and John Bradbury. "Number and two languages in the early years." Australian Review of Applied Linguistics 36, no. 3 (2013): 335–54. http://dx.doi.org/10.1075/aral.36.3.07wil.

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This paper focuses on the role of language and some issues associated with identifying appropriate language of instruction for three foundational Maths ideas in the Early Years of schooling. These are considered in relation to the project: Strong Literacy and Numeracy in Communities – Numeracy Component. This had two broad goals, firstly to work with paraprofessional Indigenous teachers to determine an effective language of instruction for specific foundational numeracy concepts and secondly, to create a resource to enable this to be shared. Only two of the project sites are considered here. B

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Priandika, Adhie Thyo, Very Hendra Saputra, M. Ghufroni An’ars, and Dedi Darwis. "Penerapan Platform DigiLearnHub Untuk Meningkatkan Kemampuan Literasi dan Numerasi Siswa Serta Pelayanan Administrasi di SMAS Kesuma Bakti." Journal of Social Sciences and Technology for Community Service (JSSTCS) 5, no. 2 (2024): 224. http://dx.doi.org/10.33365/jsstcs.v5i2.4731.

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SMAS Kesuma Bakti Bekri (SMAS-KBB) has several priority issues that need to be addressed, includingThe educational report score for literacy skills at SMAS-KBB is still categorized as poor, with a score of 33.33. The educational report score for numeracy skills at SMAS-KBB is also categorized as poor, with a score of 35.56. The management of the school's administrative and financial services system has not been optimized. Based on these priority issues, the proposed solutions areImplementing the DigiLearnHub Platform. Providing training and assistance to teachers in creating and designing enga

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Hartley, Robyn, and Jackie Horne. "Researching Literacy and Numeracy Costs and Benefits: What is possible." Literacy and Numeracy Studies 15, no. 1 (2011): 5–22. http://dx.doi.org/10.5130/lns.v15i1.2024.

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Assessing the social and economic benefits of investing in adult literacy and numeracy and the costs of poor adult literacy and numeracy, is largely uncharted territory in Australia. Some interest was evident in the late 1980s leading up to International Literacy Year, 1990 (for example, Miltenyi 1989, Singh 1989, Hartley 1989); however, there has been little work done in the area since then, with the exception of recent studies concerned with financial literacy costs and benefits (Commonwealth Bank Foundation 2005). Assessing the benefits (returns) of workplace training in general has receive

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Safdar, Samina, Yasira Waqar, and Yaar Muhammad. "BEYOND READING AND NUMERACY: EXAMINING HOLISTIC EDUCATIONAL IMPLICATIONS OF PAKISTAN’S FOUNDATIONAL LEARNING POLICY." Journal of Social Research Development 5, no. 03 (2024): 23–36. http://dx.doi.org/10.53664/jsrd/05-03-2024-03-23-36.

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This paper analyses Pakistan Federal Foundational Learning Policy (FFLP) 2024 in light of holistic education. While enhancing the literacy abilities of children is a notable objective of this policy, this study examines policy in terms of its potential for the student’s education as a whole. In this paper, critical discourse analysis was employed by Mullet, focusing on language, the text structure, and the suggested measures of implementation of policy. This study shows that though FFLP 2024 ensures that gaps in foundational learning are filled, it might downplay other elements necessary for e

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Anggraini, Ade Eka, Oktaviani Adhi Suciptaningsih, Radeni Sukma Indra Dewi, et al. "Enhancing Student Literacy and Engagement through the Development of STEM-Focused Educational Materials." Jurnal Pendidikan Humaniora 12, no. 1 (2024): 1. https://doi.org/10.17977/um011v12i12024p01-08.

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In the evolving landscape of education, the fusion of STEM (Science, Technology, Engineering, and Mathematics) disciplines with literacy education emerges as a pivotal strategy for fostering comprehensive learning. Despite its significance, elementary schools face obstacles in seamlessly incorporating STEM principles into their curricula, highlighting a gap in effective STEM- based educational practices. This research endeavors to pinpoint the hurdles impeding STEM integration and to devise strategic interventions aimed at bolstering STEM-centric learning, with a special emphasis on enhancing

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Retno Ayu Widyastuti and Cholis Hidayati. "Membangun Jembatan Menuju Keberhasilan Literasi Dan Numerasi Melalui Program Kampus MengajarDi Sdn Klampis Ngasem Ii/511 Surabaya:Peran Sentral Perpustakaan Sekolah." Jurnal Pendidikan dan Sastra Inggris 3, no. 2 (2023): 71–77. http://dx.doi.org/10.55606/jupensi.v3i2.1989.

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Literacy and numeracy are important aspects of education that play a key role in shaping students' knowledge and skills. Literacy includes the ability to read, write and speak, while numeracy involves understanding mathematical concepts and applying them in everyday life. Mastery of these skills provides students with a solid foundation, encouraging critical thinking, analytical skills, and effective communication. Through the Teaching Campus program, which aims to improve the literacy and numeracy of Indonesian students, tertiary students work closely with teachers and schools to develop teac

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I Gusti Ayu Astuti Suryaningrum, Puspita Dwi Kurnia, and Siti Rahmawati. "Kontribusi Mahasiswa Kampus Mengajar Angkatan 6 Dalam Meningkatkan Kemampuan Literasi dan Numerasi Siswa di SDN 8 Cakranegara." Rengganis Jurnal Pengabdian Masyarakat 4, no. 1 (2023): 66–74. http://dx.doi.org/10.29303/rengganis.v4i1.383.

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Literacy and numeracy skills are basic competencies that every student must have in order to learn well and serve as a foundation of knowledge for learning in higher classes. Literacy skills are not limited to just the ability to read, but also include the ability to analyze a reading text and understand its meaning and concepts. Meanwhile, numeracy abilities include skills in applying mathematical concepts to solve practical problems in various situations in everyday life. The campus teaching program at elementary school 8 Cakranegara aims to help the school in the learning process, especiall

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Aini, Nurzilatul, S. Antya Rohmawati, and Tri Saputri. "Peningkatan Kemampuan Operasi Hitung Siswa Kelas VII Melalui Program Kelas Numerasi SMPN 16 Mataram." Rengganis Jurnal Pengabdian Masyarakat 5, no. 1 (2025): 8–15. https://doi.org/10.29303/rengganis.v5i1.503.

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Numeracy skills are fundamental abilities that every student must possess to understand mathematical concepts. Indonesia ranks 74th out of 79 countries in terms of numeracy proficiency, indicating the low ability of students to comprehend basic mathematical concepts and solve numeracy-based problems. According to the 2024 National Assessment results, the majority of students in this region fall into the low category for numeracy literacy. This is further supported by data from SMPN 16 Mataram, where field observations reveal that many students struggle with mastering basic arithmetic operation

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Rosy, Jain, Chadha Manu, and Sood Parul. "FOUNDATIONAL SKILLS ASSESSMENT TOOLKIT FOR PRIMARY CLASSES." NeuroQuantology 20, no. 10 (2022): 5227–39. https://doi.org/10.14704/nq.2022.20.10.NQ55500.

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Assessing the learning gaps is one of the most important aspect of the teaching-learning process, as it helps to plan differential instructions to cater to the differential needs of students. Nearly five crore children in elementary schools do not have Literacy and Numeracy skills (Draft NEP,2019). Traditional paper pen tests tell us what students did not answer but do not tell specifically the learning areas which need attention. This paper endeavours to design a standardized, simple, cost-effective, and easy-to administer screening toolkit to assess all four skills, i.e. Listening, Speaking,

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Misnawati, Misnawati, Rahmi Hayati, Zuraini Zuraini, Eli Nofriati, and Yessi Kartika. "PELATIHAN PENGEMBANGAN LITERASI DAN NUMERASI TERHADAP GURU MTSS NURUL QURAN KABUPATEN BIREUEN PROVINSI ACEH." RAMBIDEUN : Jurnal Pengabdian Kepada Masyarakat 6, no. 3 (2023): 215–22. http://dx.doi.org/10.51179/pkm.v6i3.2156.

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Literacy and numeracy development are two important components in education that help individuals acquire the skills of reading, writing, understanding information, as well as abilities in mathematics and understanding numbers. These two skills are the basis for success in various aspects of life, including further education, career, and active participation in society. It is important to create an educational environment that supports literacy and numeracy development. The method for implementing community service activities went through several stages, namely pre-preparation, preparation, im

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J., KALAVATHI, and SHAIK FATHIMA Dr. "Holistic Development of the Learners through an 'ECCE' in Nep 2020." Holistic Development of the Learners through an 'ECCE' in Nep 2020 8, no. 9 (2023): 5. https://doi.org/10.5281/zenodo.10169484.

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The key concept of Curriculum and pedagogy reforms across all stages will be to move the education system towards real understanding and away from the culture of rote learning.The aim of education will not only the cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the century skills. The Early Childhood Care and Education(ECCE) program, as emphasized in the national education policy in NEP 2020, holds tremendous potential for yielding significant developmental benefits in India. The first six years are very crucial in human's li

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Lestari, Nyoman Ayu Putri, Made Padmarani Sudewiputri, I. Gusti Agung Putu Sagung Angga Diputra, and Ni Wayan Mekarini. "PKM Urgensi Literasi dan Numerasi di Pendidikan Dasar." Synergy and Society Service 5, no. 1 (2025): 33–39. https://doi.org/10.51713/save.v5i1.101.

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This community service program aims to improve literacy and numeracy skills among elementary school students. This activity was carried out at SD Negeri 1 Tegal Badeng Barat, which faced challenges in mastering reading, writing and arithmetic skills. Through an interactive and fun approach, this program organizes various activities, such as reading training, educational games, and numeracy workshops. The involvement of parents and teachers is also a focus to create a supportive learning environment. Thus, this service not only improves students' academic abilities, but also grows their interes

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Ba, Abdourahmane, and Mohamed Barre. "Determinants of Children's Preparedness for Primary Education in Djibouti: An Empirical Analysis Using IDELA Assessment." International Journal of Elementary Education 14, no. 2 (2025): 20–38. https://doi.org/10.11648/j.ijeedu.20251402.11.

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School readiness is a foundational predictor of long-term academic success and socio-economic mobility. In Djibouti, disparities in early learning outcomes reflect unequal preschool access, household-level differences, and regional disparities in service provision. This research addresses three questions: (1) What are the levels of school readiness across key developmental domains? (2) Which child-, household-, and region-level factors influence school readiness outcomes? (3) How do these outcomes vary across socio-economic and geographic groups? Drawing on data from 1,155 children aged 5-6 as

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Dasan, Sesarius. "Peran Guru Sekolah Dasar Dalam Meningkatkan Literasi Dan Numerasi Dasar." Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini 2, no. 1 (2025): 19–24. https://doi.org/10.70134/pedasud.v2i1.334.

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Basic literacy and numeracy skills are essential foundations for students’ academic development and everyday life. This study aims to analyze the role of elementary school teachers in improving basic literacy and numeracy through instructional strategies, identification of challenges, and innovative classroom practices. A qualitative approach with a case study method was employed, involving two elementary schools located in urban and semi-urban areas in Indonesia. Data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that teachers e

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Ika Febriana, Ameliya Ameliya, Cindy Angelina Saragi Napitu, Mutia Agustin Purba, and Yumna Khairi Amani Piliang. "Analisis Pengaruh Literasi Membaca Terhadap Kemampuan Matematika Di Tinjau Dari Data PISA 2022." Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa 2, no. 4 (2024): 230–35. http://dx.doi.org/10.62383/algoritma.v2i4.122.

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This research focuses on the relationship between reading and mathematics abilities using PISA 2022 data. The importance of literacy and numeracy as the main foundation for student development is the starting point for this research. In the midst of Indonesia's challenges in building a culture of literacy, especially at the elementary school level, this research explores the relationship between reading and mathematics abilities through analysis of PISA 2022 data. Secondary data from the PISA 2020 survey and regression analysis techniques are used to explore this relationship. The analysis res

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Suryaningsih, Tri, Edwita, and Gusti Yarmi. "THE EFFECT OF REALIA MEDIA BASED ON REALISTIC MATHEMATICS EDUCATION ON NUMERACY LITERACY ABILITY." AULADUNA: Jurnal Pendidikan Dasar Islam 10, no. 2 (2023): 193–204. http://dx.doi.org/10.24252/auladuna.v10i2a6.2023.

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Abstract  Numeracy skills at elementary schools play an essential role as a fundamental foundation for students in developing logical thinking, problem-solving, and mathematical skills needed to face the complexity of technological developments. This study aims to investigate the effect of using Realistic Mathematics Education (RME)-based realia media on numeracy literacy skills in Class IV students at SD Negeri Gandaria Utara 03 South Jakarta. The research method applied was a quasi-experiment. The sample consisted of IVA class students as the experimental class and IVB class students a

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Candrawengi, Ni Luh Putu Ika. "Segmentasi Siswa Berdasarkan Capaian Literasi dan Numerik Menggunakan Teknik Clustering." Journal on Education 7, no. 2 (2024): 9435–44. https://doi.org/10.31004/joe.v7i2.7891.

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The Competency-Based National Assessment (CBNA) aims to measure students' basic competencies in literacy and numeracy as the foundation for learning at various levels of education. However, assessment results often show significant variations due to factors such as learning environment, teaching methods and socio-economic background, making it difficult for schools to design effective learning strategies. This study aims to map students based on literacy and numeracy achievement using clustering techniques with K-Means and Spectral Clustering algorithms. The data used is the 2023 National Asse

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Rio Erlando and Titin Hartini. "Implementasi Program Literasi dan Numerasi Melalui KKN Rekognisi di Yayasan Kanker Anak Sumatera Selatan." Jurnal Aksi Dosen dan Mahasiswa 3, no. 1 (2025): 42–49. https://doi.org/10.61994/jadmas.v3i1.1060.

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This study aims to analyze the implementation and impact of literacy and numeracy programs through the Community Service Recognition Program on the educational development of childhood cancer survivors. This study employed a qualitative approach with participatory methods through the KKN Rekognisi program for 1 months (April-May 2025) at the South Sumatra Children's Cancer Foundation. The program included home schooling, hospital schooling, social service activities, and information dissemination with a total of 180 activity hours. There was a significant improvement in children's literacy and

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Ekayanti, I. Gusti Ayu Putu Wintari. "Indonesian Realistic Mathematics Education: Alternative Mathematics Learning Approach to Improve Fifth Grade Numeracy Literacy Skills." Journal for Lesson and Learning Studies 7, no. 1 (2024): 54–60. http://dx.doi.org/10.23887/jlls.v7i1.68943.

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According to the findings of observations, students’ literacy numeracy skills are still considered to be weak. The findings of the computer-based national assessment show that fewer than 50% of pupils have attained the required level of ability. This study aims to analyze the impact of Indonesian realistic mathematics education on numeracy literacy skills of fifth grade students. The type of research used in this study is a quasi-experimental design with a non-equivalent control group design. The population of this study were all fifth-grade elementary school students as many as 123 people con

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V Lysenko, Larysa, Steven Rosenfield, Helena Dedic, et al. "Using Interactive Software to Teach Foundational Mathematical Skills." Journal of Information Technology Education: Innovations in Practice 15 (2016): 019–34. http://dx.doi.org/10.28945/3395.

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The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total

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Hanifah, Hanifah, Dedi Supandi, Niswatun Khasanah, Enok Sadiah, and Mohamad Syarief Abdullah. "Systematic Literature Review (SLR) on ICT-Based Literacy and Numeracy Learning Design in Elementary Schools." Formosa Journal of Multidisciplinary Research 4, no. 6 (2025): 2361–80. https://doi.org/10.55927/fjmr.v4i6.219.

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This systematic literature review (SLR) examines the integration of Information and Communication Technology (ICT) in elementary school literacy and numeracy education, addressing its impact, challenges, and teacher roles. Analyzing 26 peer-reviewed articles (2018–2025) selected via PRISMA criteria, the study reveals that ICT enhances interactive learning, student engagement, and personalized instruction, outperforming traditional methods. Key tested variables included ICT tools (e.g., digital platforms, gamification), teacher competencies, and infrastructural barriers. Findings highlight infr

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