<![CDATA[Program Kuliah Kerja Nyata (KKN) di Sigiran Malalak Utara diarahkan untuk memperkuat literasi numerasi anak secara kontekstual dan partisipatif, sejalan dengan Asesmen Kompetensi Minimum (AKM) dan Rapor Pendidikan. Penelitian ini bertujuan menilai kelayakan model pemberdayaan numerasi berbasis komunitas desa. Metode yang digunakan adalah kuasi-eksperimen satu kelompok pra–pasca yang terintegrasi dengan skema service-learning KKN pada satu kelas SMP (N=30). Intervensi dilaksanakan dalam 6–8 sesi (60–90 menit) dengan pendekatan Realistic Mathematics Education (RME/PMRI), learning stations, proyek mini pengukuran lingkungan, permainan numerasi uang saku, tugas rumah keluarga, serta pendampingan kelompok kecil, dengan keterlibatan aktif guru dan orang tua. Instrumen utama berupa tes bergaya AKM (18–20 butir) dan observasi kelas sederhana. Hasil penelitian menunjukkan rata-rata skor meningkat dari ~42% (pra) menjadi ~68% (pasca), dengan >75% siswa mencapai level kemampuan minimal. Keterlibatan siswa, keberanian menjelaskan langkah hitung, dan ketekunan latihan juga meningkat, dengan rata-rata kehadiran ~6,7 dari 8 sesi. Faktor penentu keberhasilan meliputi materi dekat dengan kehidupan sehari-hari, format low-tech, adanya dua “champion numerasi”, “pojok numerasi”, dan komunikasi rutin melalui WhatsApp orang tua. Kesimpulannya, model ini efektif, hemat sumber daya, dan mudah diadopsi di sekolah desa.
The Community Service Program (KKN) in Sigiran Malalak Utara was designed to strengthen children's numeracy skills in a contextual and participatory manner, aligned with the Minimum Competency Assessment (AKM) and Education Report Card. This study aimed to evaluate the feasibility of a community-based numeracy empowerment model. The method employed was a one-group pre–post quasi-experimental design integrated with the KKN service-learning scheme in one junior high school class (N=30). The intervention consisted of 6–8 sessions (60–90 minutes) using Realistic Mathematics Education (RME/PMRI), learning stations, mini environmental measurement projects, pocket money numeracy games, family homework, and small-group mentoring, with active participation of teachers and parents. The main instruments included AKM-style tests (18–20 items) and simple classroom observations. Results showed that the average score increased from ~42% (pre) to ~68% (post), with >75% of students achieving the minimum competency level. Student engagement, confidence in explaining calculation steps, and persistence in practice also improved, with an average attendance of ~6.7 out of 8 sessions. Key factors contributing to success included everyday-relevant materials, low-tech formats, two “numeracy champions,” a “numeracy corner,” and regular communication via WhatsApp with parents. In conclusion, this model is effective, resource-efficient, and easily adoptable in rural schools. ]]>
