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All Journal JCES (Journal of Character Education Society) Jurnal Kajian Pendidikan IPA
Suliani, Suliani
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Education Social Sciences

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PENGEMBANGAN KEMAMPUAN LITERASI DAN NUMERASI PESERTA DIDIK MELALUI PENDEKATAN TARL DAN TEORI VIGOTSKY DALAM KEGIATAN RUMAH BELAJAR KKN-DIK DI DESA MUJUR Sanisah, Siti; Azwar, Wahyu; Wati, Yuliana; Handayani, Nurintan Putri; Tarsulu, Rita; Suliani, Suliani; Suciati, Mei
JCES (Journal of Character Education Society) Vol 7, No 4 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jces.v7i4.27213

Abstract

Abstrak: Pengabdian ini bertujuan untuk menganalisis efektivitas integrasi pendekatan Teaching at the Right Level (TaRL) dan teori Vygotsky Zone of Proximal Development (ZPD) dalam meningkatkan kemampuan literasi dan numerasi peserta didik di lingkungan non-formal. Kegiatan ini dilaksanakan di Rumah Belajar KKN-Dik Desa Mujur dari tanggal 5 Agustus hingga 15 September 2024, dengan peserta terdiri dari siswa kelas 3 hingga 6 sekolah dasar. Pendekatan yang digunakan melibatkan pembagian siswa berdasarkan kemampuan aktual dan potensial mereka, serta pemberian bimbingan yang sesuai dengan tingkat perkembangan masing-masing. Hasil pengabdian menunjukkan adanya peningkatan yang signifikan dalam kemampuan literasi dan numerasi. Nilai rata-rata literasi meningkat dari 36,87 pada pre-test menjadi 81,00 pada post-test, sedangkan numerasi meningkat dari 34,38 menjadi 79,75. Peningkatan ini mencerminkan keberhasilan metode TaRL dan ZPD dalam memfasilitasi perkembangan peserta didik di daerah dengan akses pendidikan terbatas. Kesimpulan dari pengabdian ini menegaskan bahwa model pembelajaran yang tepat sasaran, berbasis tingkat perkembangan individual, mampu secara efektif meningkatkan kualitas pendidikan, terutama di bidang literasi dan numerasi.Abstract: This community service program aims to analyze the effectiveness of integrating the Teaching at the Right Level (TaRL) approach with Vygotsky's Zone of Proximal Development (ZPD) theory in improving students' literacy and numeracy skills in a non-formal educational setting. The program was conducted at the Rumah Belajar KKN-Dik in Mujur Village from August 5 to September 15, 2024, involving participants from third to sixth grade. The approach involved grouping students based on their actual and potential abilities, providing guidance tailored to their developmental levels. The results indicate a significant improvement in both literacy and numeracy skills. The average literacy score increased from 36.87 in the pre-test to 81.00 in the post-test, while numeracy scores rose from 34.38 to 79.75. This improvement reflects the success of the TaRL and ZPD methods in fostering student development in areas with limited access to education. The findings conclude that targeted, developmentally-appropriate teaching models effectively enhance educational quality, particularly in the areas of literacy and numeracy.
Pengembangan pengetahuan sains melalui metode eksplorasi lingkungan sekitar anak Suliani, Suliani
Jurnal Kajian Pendidikan IPA Vol 5 No 1 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i1.42387

Abstract

The Development of Science Knowledge Through Methods of the Environment’s Exploration Around Children. This study aims to describe the process of developing early childhood scientific knowledge through environmental exploration methods. The research subjects consisted of a classroom teacher and twelve children aged 5–6 years in Class B, comprising six boys and six girls. This study employed a qualitative approach with data collection techniques including observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data display, and drawing conclusions. The results indicate that the development of children's scientific knowledge was carried out in three main stages: (i) the teacher prepared the exploration activities by setting the objectives; (ii) the teacher implemented the activities by discussing the procedures, tools, and materials with the children, as well as guiding and supervising them throughout the process; and (iii) the teacher conducted evaluations and assessments of the children’s exploration outcomes. The study concludes that environmental exploration is an effective strategy for enhancing scientific understanding in early childhood.
Co-Authors Azwar, Wahyu Handayani, Nurintan Putri Siti Sanisah Suciati, Mei Tarsulu, Rita Wati, Yuliana