Article Per Year (5 Year)
p-Index From 2021 - 2026
3.137
P-Index
This Author published in this journals
All Journal Jurnal Ilmu Pendidikan Paradikma: Jurnal Pendidikan Matematika Jurnal Daya Matematis Jurnal SOLMA Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Perspektif Imajiner: Jurnal Matematika dan Pendidikan Matematika Humantech : Jurnal Ilmiah Multidisiplin Indonesia Innovative: Journal Of Social Science Research Ulil Albab
Khairani, Nerli
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
Penerapan Pendekatan SDGs dalam Penguatan Literasi dan Numerasi untuk Guru PAUD di Kecamatan Stabat, Kabupaten Langkat Frisnoiry, Suci; Srinahyanti, Srinahyanti; Surya, Edi; Khairani, Nerli; Frimaulia, Sara; Siregar, Tiur Malasari; Elfitra, Elfitra
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22738

Abstract

Background: Literacy and numeracy are fundamental competencies in fostering critical thinking skills in early childhood; however, early childhood education teachers in Stabat District, Langkat Regency, face limitations in integrating literacy and numeracy instruction with the values of the Sustainable Development Goals (SDGs). Objective: This community service program aimed to enhance teachers’ competencies in implementing SDGs-based literacy and numeracy learning in a contextual and meaningful manner. Methods: The program employed a Participatory Action Research (PAR) approach over three months, comprising stages of socialization, training, and workshops; implementation of educational technology; mentoring; and evaluation. Data were collected using pre-test and post-test instruments, classroom observations, and teacher reflections, and were analyzed descriptively by comparing pre- and post-intervention conditions. Results: The findings indicate a significant improvement in teachers’ average understanding of literacy (from 56.4 to 82.1), numeracy (from 53.8 to 80.6), and the integration of the SDGs (from 48.2 to 79.3). In addition, one-way instructional practices decreased from 72.5% to 20.0%, while interactive learning increased to 80.0%, and the use of innovative learning media reached 85.0%. Conclusion: The SDGs-based literacy and numeracy approach effectively strengthened teachers’ pedagogical competencies and promoted more interactive, contextual, and sustainable early childhood learning practices.
Co-Authors - Afrizal Adiva, Cut Tasya Amry, Zul Aritonang, Anggi Pasha Darari, Badzlan E. Elvis Napitupulu, E. Elvis Edi Surya, Edi Edi Syahputra Edy Surya Elfitra Elfitra Fadhilah, Puji Chairu Farhan Anshari Frimaulia, Sara Ginting, Puspa Arinda Harahap, Rizki Khoiriah Hasibuan, Yulia Rinanda Hutabarat, Reinaldo Fernandes Matheus Hutasoit, Elizabeth Hutauruk, Grace Analia Stephani Izwita Dewi Kanaya, Niquita Sepha Mangunsong, Yohana Angeline Manihuruk , Oliver Juan Gery Manihuruk, Oliver Juan Gery Misbakhul Munir Nainggolan, Agnes Margareta Nst, Mas Berlian Pakpahan, Aida Fitri Harun Panggabea, Widi Ningsih Panggabean, Widi Ningsih Pohan, Dasrin Putri, Anastasya Rinanda, Yulia Safitri, Dhiena Sahat Saragih Saragih, Agnes Yulia Simorangkir, Tri Gustini Sipayung, Kristin Natalia Br. Srinahyanti, Srinahyanti Suci Frisnoiry Tiur Malasari Siregar, Tiur Malasari Zulfia, Chairani