How to Design Inclusive Literacy and Numeracy Learning in Elementary Schools

Bibliographic Data

ID21708087
AuthorsArif Widodo (0000-0002-1411-6464, University of Mataram), Dyah Indraswati (0000-0002-9944-7296, University of Mataram)
Year2022
Volume14
Issue2
Pages150-157
Publication date2022-08-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJurnal Pendidikan dan Kebudayaan Missio (JOURNAL)
Journal identifiersISSN: 1411-1659 • E-ISSN: 2502-9576
PublisherUniversitas Katolik Indonesia Santu Paulus (PUBLISHER)
DOI10.36928/jpkm.v14i2.826
OpenAlexW4409693250
LanguageEN
References cited1

Empirical facts show that literacy and numeracy abilities are very diverse. This study aims to analyze the design of inclusive learning according to the diversity of students' abilities. The research location is SDN Selebung 2, Central Lombok Regency. The type of research used is a case study. Collecting data using observation, interviews, questionnaires, and documentation. The results of the study found that the inclusive literacy and numeracy learning model was teaching at the right level (TaRL). Students are divided into several groups according to their ability level. The stages of the TaRL learning model include initial assessment, grouping students, and learning according to level. The application of the level-based learning model shows an improvement in the learning process. Indicators of the success of the application of the model can be seen from the increase in students' literacy and numeracy skills, as well as the large number of students who give positive responses to ability level-based learning

Documentation · Literacy · Mathematics education · Numeracy · Pedagogy · Sociology · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational Curriculum and Learning Methods · Educational Methods and Media Use · Online Learning Methods and Innovations · Psychology

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