Implementasi Kegiatan Literasi dan Numerasi di Sekolah Dasar

Abstract

This study examines literacy and numeracy as essential basic competencies in developing critical thinking skills, logical reasoning, and learning independence among elementary school students in the era of the Merdeka Curriculum. This study aims to describe the implementation of literacy and numeracy activities for third-grade students at SDN 2 Mulyoagung, identify the forms of activities applied in the learning process, and analyze the supporting and inhibiting factors. A qualitative approach with a case study design was employed, involving data triangulation through participatory observation, in-depth interviews with the principal, class teacher, and students, as well as documentation analysis including activity photos and field notes. The findings reveal that literacy activities are conducted through 15-minute reading sessions before lessons, round-robin loud reading, and simple daily writing in the Catatan Harianku notebook, while numeracy involves memorizing multiplication tables 1–10 and contextual problem exercises using concrete objects. The implementation is strongly supported by consistent school policies, teachers' creative role in method adaptation, and basic facilities such as classroom reading corners, but is hindered by library renovations, limited book variety, constrained learning time, and students' ability disparities requiring extra guidance. This condition indicates suboptimal implementation in equally meeting students' learning needs sustainably. Therefore, the activities have progressed adequately as a GLS foundation but require optimization through resource procurement, teacher training, and digital technology utilization to achieve higher effectiveness, inclusivity, and sustainability in supporting the Pancasila Student Profile.