Implementasi Strategi ICARE sebagai Upaya Penguatan Kompetensi Dasar Literasi dan Numerasi Guru SD di Pandeglang

Abstract

The low performance of elementary students in the Minimum Competency Assessment (AKM), especially in Pandeglang Regency, indicates that literacy and numeracy skills remain weak. This is partly due to the limited pedagogical competence of teachers and the lack of adequate learning resources. To address this issue, this community service program aimed to improve the professional capacity of elementary school teachers through the implementation of the ICARE (Introduction, Connection, Application, Reflection, Extension) instructional model. The program was conducted in the form of interactive training and mentoring involving teachers from several elementary schools. Each stage of ICARE was applied systematically, beginning with the introduction of concepts, connecting them to teaching experiences, designing learning activities, facilitating critical reflection, and supporting independent implementation in the classroom. Evaluation results show that the ICARE approach significantly improved teachers’ understanding of literacy and numeracy concepts, their ability to design contextualized lessons, and their confidence and consistency in applying these strategies. The findings highlight the importance of sustained support and follow-up programs based on professional learning communities to ensure long-term instructional transformation at the elementary level.