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All Journal Literasi Nusantara Jurnal Ilmu Sosial, Ekonomi, dan Pendidikan Jurnal Ilmu Sosial, Ekonomi dan Pendidikan
Dewi Rohmah
Trunojoyo University
Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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Dampak Implementasi Kurikulum Merdeka terhadap Peningkatan Kualitas Pembelajaran Literasi & Numerasi di Kelas Awal Sekolah Dasar florecyta; Dewi Rohmah; Agung Setyawan
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i2.38

Abstract

The implementation of the Independent Curriculum in elementary schools aims to improve the quality of learning, particularly in literacy and numeracy in early grades. This study demonstrates how curriculum policies that provide guidance to teachers influence students’ literacy and numeracy skills and the classroom learning process. The research methods used were literature review and qualitative analysis of reports of good practices and implementation challenges in several schools. Findings indicate that a project-based approach, differentiated learning, and an emphasis on meaningful learning can increase student engagement, creativity, and motivation, leading to improved literacy and numeracy skills. However, successful implementation is influenced by teacher readiness, principal support, and the availability of infrastructure. This study provides ongoing training for teachers, strengthened academic supervision, and the provision of relevant learning resources to ensure the goal of improving basic competencies is achieved.
Dampak Implementasi Kurikulum Merdeka terhadap Peningkatan Kualitas Pembelajaran Literasi & Numerasi di Kelas Awal Sekolah Dasar florecyta; Dewi Rohmah; Agung Setyawan
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i2.38

Abstract

The implementation of the Independent Curriculum in elementary schools aims to improve the quality of learning, particularly in literacy and numeracy in early grades. This study demonstrates how curriculum policies that provide guidance to teachers influence students’ literacy and numeracy skills and the classroom learning process. The research methods used were literature review and qualitative analysis of reports of good practices and implementation challenges in several schools. Findings indicate that a project-based approach, differentiated learning, and an emphasis on meaningful learning can increase student engagement, creativity, and motivation, leading to improved literacy and numeracy skills. However, successful implementation is influenced by teacher readiness, principal support, and the availability of infrastructure. This study provides ongoing training for teachers, strengthened academic supervision, and the provision of relevant learning resources to ensure the goal of improving basic competencies is achieved.
Application of the Student Teams Achievement Division (STAD) Model to Improve Learning Outcomes in Angle Measurement for Fifth-Grade Students Maulana Wafi Suhada'; Nur Laili Oktavianti; Vania Nur Khomsah; Dewi Rohmah; Maulida Maulida
Literasi Nusantara Vol. 6 No. 3 (2026): October
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/

Abstract

Low mathematics learning outcomes in angle measurement at Socah 3 elementary school result from dominant lecture methods and a lack of concrete media. This Classroom Action Research aims to improve grade V students' learning outcomes using a Student Teams Achievement Division (STAD) cooperative model assisted by paper protractors. Initial observations revealed low student involvement and suboptimal conceptual understanding. The results showed significant improvements. In Cycle I, the average score was 78.25 with 14.29% classical completeness, failing due to unfamiliarity with STAD group work. After strengthening peer tutoring and group structures, Cycle II achieved an average of 89.29 and 85.71% completeness, meeting the success indicators. Using paper protractors successfully bridged abstract concepts to concrete understanding. This study highlights shifting teachers into collaborative facilitators and proves that simple, local material-based media impacts learning positively, especially in schools with limited facilities. Future research should test the STAD model broadly using pre-cycle test instruments.
Co-Authors AGUNG SETYAWAN florecyta Maulana Wafi Suhada' Maulida Maulida Nur Laili Oktavianti Vania Nur Khomsah