Learning Innovations in Improving Reading and Arithmetic Literacy Skills in Elementary School Students
Keywords:
Learning innovation; reading literacy; numeracyAbstract
The Minimum Competency Assessment is a government policy designed to address the challenges of the 21st century by measuring two essential competencies, namely reading literacy and numeracy literacy. Reading literacy refers to the ability to understand, interpret, and derive meaning from texts, while numeracy literacy refers to the ability to apply number concepts and arithmetic skills in everyday life. Since these competencies need to be developed from the primary school level, teachers are required to create innovative learning practices. Such innovations may include the use of learning models, media, methods, strategies, approaches, and teaching materials. This article aims to analyze the application of learning innovations in improving elementary school students’ reading and numeracy literacy skills, as well as to synthesize previous studies in order to provide a clearer understanding of how these innovations contribute to literacy-oriented learning. The method used in this study is a systematic literature review based on articles from international and national journals. The inclusion criteria focused on studies related to learning innovation, reading literacy, and numeracy literacy. The findings show that learning innovations are generally effective in improving students’ reading and numeracy literacy skills. This review contributes to the existing body of knowledge by identifying effective forms of learning innovation and offering a comprehensive overview that can serve as a reference for teachers, researchers, and policymakers in developing more meaningful literacy and numeracy learning in elementary schools.
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