Faktor Kesulitan Literasi dan Numerasi dalam Kurikulum Merdeka Belajar
DOI:
https://doi.org/10.23887/jpp.v57i1.67433Kata Kunci:
Independent learning curriculum, Literacy, NumeracyAbstrak
Pada tahun 2018 Organisasi untuk Kerja Sama dan Pembangunan Ekonomi mengeluarkan skor Program for International Student Assessment (PISA). Kemampuan literasi dan numerasi siswa Indonesia berada di bawah rata-rata. Dari 78 negara, Indonesia berada di peringkat ke-70. Dari 100% tersebut, hanya 25% yang memiliki kemampuan membaca dan 24% yang memiliki kemampuan matematika. Data ini menegaskan bahwa 75% memiliki kemampuan membaca minimal dan 76% memiliki kemampuan berhitung minimal. Dalam mengatasi permasalahan tersebut, pemerintah menghadirkan kurikulum merdeka belajar. Namun faktanya, hasil belajar siswa masih dibawah standar. Pentingnya menganalisis implementasi literasi dan numerasi di sekolah. Metode penelitian metode campuran dengan subjek SMP dan objek siswa berjumlah 130 orang, siswa 110 orang, dan guru 20 orang. Teknik pengumpulan data, survei, observasi, dan wawancara dengan triangulasi sumber. Teknik analisis data, survey data dengan SPSS 26 dan interpretasikan dalam diagram batang. Observasi dan wawancara dianalisis dengan terlebih dahulu menyajikan data, reduksi, dan verifikasi data survei. Hasil penelitian menunjukkan bahwa 48,63% menilai indikator Kelas Dasar belum terlaksana sesuai harapan, 67,67% menilai indikator Budaya Sekolah masih jauh dari teori dan 78,54% menilai Community Base atau ruang komunikasi belum memenuhi harapan. Hasil observasi dan wawancara juga bersinggungan dengan hasil survei bahwa ketiga indikator keberhasilan literasi dan numerasi di sekolah masih minim dan belum sesuai dengan harapan kurikulum pembelajaran mandiri.
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