<![CDATA[This study aims to analyze school principals’ management practices in strengthening numeracy programs for Grades 1–6 students at SDN Rawasari and SDN Ciheuleut, Subang Regency. Previous studies have generally examined school leadership and numeracy separately, whereas comparative research investigating the institutionalization of numeracy programs in schools with different levels of management maturity remains limited. The novelty of this study lies in its cross-case analysis of the planning, organizing, implementation, supervision, evaluation, and follow-up of numeracy programs in two elementary schools. This study employed a descriptive qualitative approach using a multi-site case study design. The participants included school principals, teachers, students, and parents involved in the implementation of the numeracy program. Data were collected through interviews, observations, and document analysis and were analyzed using data reduction, data display, cross-case analysis, and conclusion drawing. The trustworthiness of the findings was ensured through source and methodological triangulation. The findings indicate that SDN Rawasari has achieved a higher level of numeracy program institutionalization than SDN Ciheuleut. SDN Rawasari has integrated data-informed planning, role distribution through a literacy–numeracy working group, budget allocation, academic supervision, and regular evaluation into its school management system. In contrast, SDN Ciheuleut has primarily focused on classroom-based numeracy activities that are not yet fully supported by clearly defined performance indicators, a formal organizational structure, budget allocation, or documented follow-up actions. The study concludes that the sustainability of school numeracy programs is closely associated with data-informed management, clearly defined responsibilities, instructional supervision, and systematic evaluation and follow-up. ABSTRAK Penelitian ini bertujuan menganalisis pola manajemen kepala sekolah dalam penguatan program numerasi murid kelas I–VI di SDN Rawasari dan SDN Ciheuleut, Kabupaten Subang. Penelitian sebelumnya umumnya membahas kepemimpinan kepala sekolah dan numerasi secara terpisah, sedangkan kajian yang membandingkan pelembagaan program numerasi pada sekolah dengan tingkat kematangan manajemen berbeda masih terbatas. Kebaruan penelitian ini terletak pada analisis lintas kasus terhadap perencanaan, pengorganisasian, pelaksanaan, supervisi, evaluasi, dan tindak lanjut program numerasi di dua sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus multisitus. Informan penelitian terdiri atas kepala sekolah, guru, murid, dan orang tua yang terlibat dalam pelaksanaan program numerasi. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, analisis lintas kasus, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perbedaan utama kedua sekolah terletak pada tingkat pelembagaan program. SDN Rawasari telah mengintegrasikan penggunaan data, pembagian peran melalui kelompok kerja, penganggaran, supervisi akademik, dan evaluasi bulanan ke dalam sistem manajemen sekolah. Sebaliknya, SDN Ciheuleut masih berfokus pada pembiasaan numerasi di kelas yang belum sepenuhnya didukung oleh indikator capaian, struktur tim, penganggaran, dan tindak lanjut tertulis. Temuan menunjukkan bahwa keberlanjutan program numerasi berkaitan dengan penggunaan data, kejelasan pembagian tanggung jawab, supervisi instruksional, serta evaluasi dan tindak lanjut secara berkala.]]>
