Empowering Indonesian Students to Enhance Numeracy Literacy Skills
DOI:
https://doi.org/10.61806/tijosc.v3i1.43Keywords:
Academic Achievement, Numeracy Literacy, Peer Tutoring, Student EmpowermentAbstract
International assessments have consistently indicated that Indonesian students' numeracy literacy skills rank relatively low, raising significant concerns for the national education system. This study employs a quantitative research approach with a quasi-experimental design conducted at two elementary schools in Indonesia. The findings demonstrate that student empowerment within the learning process contributes to improved academic performance. This empowerment strategy involves utilizing high-achieving students as peer tutors to support their classmates in understanding numeracy literacy concepts. The implementation of student empowerment strategies in the experimental classes in both schools showed positive outcomes. Initially conducted in the first school, the experimental class achieved an average score of 66.47, whereas the control class recorded a lower average of 49.36. The Mann-Whitney test result of 0.011 indicates a statistically significant difference in learning outcomes between the two groups. Similarly, in the other school, the experimental class attained an average score of 80.00, whereas the control class scored 58.75. The Mann-Whitney test result of 0.001 further confirms a significant disparity in academic performance between the experimental and control groups.
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