Keterkaitan Literasi Membaca dan Numerasi pada Siswa Sekolah Dasar

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DOI:
https://doi.org/10.56874/kekcrk76
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Abstract

Reading literacy and numeracy are two core competencies assessed in Indonesia's Minimum Competency Assessment (AKM), yet they are often developed separately in primary schools and madrasahs. This study aims to analyse the current state of primary students' numeracy in Indonesia, the relationship between reading literacy and numeracy, and instructional strategies that effectively strengthen both. A qualitative literature review was conducted on 20 articles published between 2008 and 2025, consisting of 14 articles from SINTA-indexed national journals and six articles from Scopus-indexed international journals. Data were analysed through data reduction, data display in a synthesis table, and thematic conclusion drawing. The findings show that, first, primary students' numeracy across regions remains low, particularly in analysing graphs and tables and interpreting results to solve problems. Second, reading comprehension correlates positively with numeracy (r = 0.59) and serves as a foundation for later mathematical growth, especially in word problems. Third, contextual instruction such as Realistic Mathematics Education, concrete media, higher-order thinking based lesson planning, and mentoring programmes effectively improves numeracy. The study concludes that numeracy instruction in primary schools should be designed in an integrated manner with reading comprehension, and that school literacy programmes should include mathematical texts, tables, and graphs.

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Published
2025-12-31
Issue
Vol. 5 No. 02 (2025): Journal Of Islamic Primary Education
Section
Articles