Strategies to Improve Literacy and Numeracy Based on Computer-Based National Assessment Indicators

Maxsel Koro, Adam Bol Nifu Benu, Pola Mariana

Abstract


Low literacy and numeracy achievement remains a challenge in various regions, including East Nusa Tenggara, Indonesia. This study aims to describe strategies implemented in a primary school to improve literacy and numeracy based on Computer-Based National Assessment (CBNA) indicators. A qualitative approach with a case study method was used. Data were collected through interviews, observations, and document analysis. This study did not conduct direct testing; instead, indicators of improvement were identified through changes in school practices, student engagement in literacy and numeracy activities, teacher reflections, and official school reports. Five main strategies were identified: (1) School management, emphasizing structured programs such as the 15-minute reading habit and the formation of literacy and numeracy clubs; (2) Classroom management, using interactive methods such as abacus, the gasing method and sparking questions to build engagement; (3) Increasing teacher competency, supported through technical guidance, webinars, and workshops; (4) CBNA preparation, involving regular practice with assessment-style questions and technical readiness; and (5) Collaborative Teaching Initiatives, through collaboration between teachers, learning community, and work program. Improvements were evident in student confidence, active participation, and the ability to solve CBNA-style problems. This study contributes practical insights for schools and policymakers to develop sustainable, context-based strategies to strengthen foundational skills in literacy and numeracy.    

Keywords


CBNA; Learning Strategy; Literacy; Numeracy; Primary School

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References


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DOI: https://doi.org/10.53400/mimbar-sd.v12i3.89088

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