HOW 'KAMPUS MENGAJAR' PROGRAMS SUSTAINABLY AFFECTS ELEMENTARY SCHOOL LITERACY DEVELOPMENT?
Abstract
The 2022 PISA results show that Indonesia is ranked 71st in the reading category.
Indonesian students' reading ability scores decreased from 371 to 359. At the
elementary school level, the 2023 national education report card shows that the
majority of Indonesian students have only reached the minimum literacy
competency level with a percentage of 61.53%. This information indicates that the
literacy level of Indonesian students in general is still very low. In response to this,
the government through the ministry of education and culture launched a program
entitled Kampus Mengajar. This program is designed to bring students to schools,
especially elementary school level, to support increasing literacy. This program
seeks to optimize student literacy development in Indonesia through improving the
quality of teaching, utilizing technology, project-based learning, developing soft
skills, and increasing access to innovative reading sources. This research seeks to
explore the impact & potential of the Kampus Mengajar program for developing
literacy in elementary schools in Indonesia in a sustainable manner. This research
uses a type of literature study research (literature review) with the selected review
model is a narrative review. Researchers use analytical descriptive methods by
collecting, identifying, compiling and analyzing various data found. The result of
this study shows that the kampus mengajar program has a good impact and
potential in developing sustainable literacy in primary schools. The kampus
mengajar has an impact on improving the quality of literacy learning in the
classroom and students' reading and writing skills. The challenges for the
sustainability of the kampus mengajar program are a limited resources and
funding, addressing diverse learning needs, and measuring the long-term impact.
Recommendations for program sustainability are; 1) focus on collaborative
capacity building, 2) developing sustainable resources and practices, 3) integrating
technology for enhanced learning experiences, and 4) monitoring and evaluation
with a focus on sustainability.
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