Physical based activities for contextual literacy student elementray school
DOI:
https://doi.org/10.47197/retos.v66.109302Keywords:
contextual approach, numeracy skills, physical based activities, students elementary schoolAbstract
Introduction: The low quality of learning due to educational inequality in Indonesia contributes to Indonesian students' low literacy skills, as evidenced by the results of the PISA and the Education Report Card from the National Assessment. Literacy learning has yet to be obtained by all students, especially at the basic education level.
Objective: The objectives of this study were (1) to determine the cognitive improvement literacy learning, (2) to determine the activeness of students following literacy learning, and (3) to determine the effect of increasing students competence on learning through the motivation of participants following literacy learning with a contextual approach.
Methodology: This study used a mixed-methods approach and was analyzed using structural equation modeling (SEM).
Results: The finding in this study is that the potential of outdoor activities in the school yard to enhance contextual literacy learning for students was explored. The following are the results of the analysis in this research: 1) Physical based activities can be used to enhance contextual literacy learning for elementray student by providing real-life context for mathematical problem solving; 2) Designing problem-solving activities in the school yard experiences has been shown to improve students’ understanding of mathematical literacy concepts and their ability to create appropriate and motivating contexts for problem-solving.
Conclusions: This research contributes to the importance of literacy learning for primary education students with outside the classroom to apply basic, simple, reasoning, and contextual approaches.
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