ANALISIS PERSPEKTIF GURU: PERAN PROGRAM KAMPUS MENGAJAR DALAM MENINGKATKAN LITERASI NUMERASI DI SEKOLAH DASAR

Sabina Eka Giyanti, - (2025) ANALISIS PERSPEKTIF GURU: PERAN PROGRAM KAMPUS MENGAJAR DALAM MENINGKATKAN LITERASI NUMERASI DI SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengetahui sudut pandang guru mengenai peran program
Kampus Mengajar terhadap kemampuan literasi dan numerasi di sekolah dasar. Penelitian
ini memakai pendekatan kualitatif dengan desain studi fenomenologi menggunakan teknik
pengumpulan data wawancara serta dokumentasi. Partisipan yang terlibat sebanyak 12
orang, diantaranya delapan guru dan empat kepala sekolah. Hasil penelitian menunjukkan
bahwa peran program Kampus Mengajar sangat membantu bagi mutu pendidikan sekolah.
Kesatu, kegiatan literasi dan minat baca mengalami peningkatan signifikan setelah adanya
program Kampus Mengajar di sekolah. Kedua, transformasi kemampuan numerasi
mengalami peningkatan yang dikonfirmasi oleh 6 dari 8 orang guru sekitar 75% setelah
adanya program Kampus Mengajar. Ketiga, efektivitas metode dalam program Kampus
Mengajar dapat memberikan peningkatan Assesment kompetensi Minimum (AKM).
Keempat, inovasi media dan sumber belajar pada program Kampus Mengajar
meningkatkan kemampuan literasi dan numerasi pada peserta didik. Kelima, perubahan
hasil AKM pasca program Kampus Mengajar dapat meningkatkan AKM sekolah. Keenam,
faktor keberhasilan program Kampus Mengajar dapat tercapai melalui dukungan integrasi
program kampus mengajar ke dalam kurikulum, serta sekolah dan lingkungan sekolah.
Ketujuh, tantangan pada program Kampus Mengajar diantaranya masalah persiapan
mahasiswa, komunikasi, pendampingan dan kondisi sebagian kecil siswa yang
membutuhkan perhatian khusus. Kedelapan, harapan guru dan sekolah dengan adanya
terhadap program Kampus Mengajar dapat terwujud dengan berbagai inovasi yang
diberikan. Sudut pandang guru memberikan bahwa adanya faktor pendukung atau
keberhasilan. Selain itu masih terdapat tantangan yang terjadi dengan beragam disetiap
sekolah penempatan. Implikasi atau kontribusi positif terhadap minat baca siswa,
tranformasi literasi-numerasi, memberikan kontribusi positif pada perolehan nilai Asesmen
Kompetensi Minimum (AKM).

This qualitative phenomenological study explored teachers’ perspectives on the Kampus
Mengajar program’s impact on literacy and numeracy skills in elementary schools. Twelve
participants, including eight teachers and four principals, were interviewed, and
documentation was collected. The findings highlight the program’s invaluable contribution
to educational quality. Firstly, the program significantly boosted literacy activities and
reading interest. Secondly, it improved numeracy skills, with approximately 75% of
teachers reporting positive transformations. Thirdly, the program’s effective
methodologies improved Minimum Competency Assessment (AKM) scores. Fourthly,
innovative media and learning resources enhanced student’s literacy and numeracy
abilities. Fifth, these improvements in turn positively impacted overall school AKM scores.
The research identified key success factors, including integrating the Kampus Mengajar
program into the school curriculum and strong support from the school environment.
However, challenges also emerged. These included difficulties with student preparation,
communication, mentoring, and addressing the needs of students requiring special
attention. Despite these challenges, teachers and principals expressed hope that the
program, with continued innovation, would fulfill its potential. In conclusion, the teacher’s
perspectives underscore the program’s positive influence on student reading interest,
numeracy skills, and AKM performance. The program also fosters valuable learning
innovations. While challenges exist, the study emphasizes the program’s significant
potential for improving educational outcomes. Further research could explore strategies to
mitigate the identified challenges and maximize the program’s benefits. The findings offer
valuable insights for policymakers, educators, and program developers seeking to enhance
lieracy and numeracy skills in elementary education.

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Item Type:	Thesis (S1)
Additional Information:	ID SINTA Dosen Pembimbing: Aah Ahmad Syahid SINTA ID : 5993425 Julia SINTA ID : 5975686
Uncontrolled Keywords:	Sudut Pandang Guru, Kampus Mengajar, Literasi Numerasi. Teacher's Perspective, Kampus Mengajar Program, Numerical Literacy
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus Sumedang > PGSD Kelas UPI Kampus Sumedang
Depositing User:	Sabina Eka Giyanti
Date Deposited:	06 May 2025 07:39
Last Modified:	06 May 2025 07:39
URI:	http://repository.upi.edu/id/eprint/132606

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