Vol. 5, No. 7, July 2024
E-ISSN: 2723-6692
P-ISSN: 2723-6595
http://jiss.publikasiindonesia.id/
Jurnal Indonesia Sosial Sains, Vol. 5, No. 7, July 2024 1854
KEYWORDS
ABSTRACT
Campus teaching, Literacy,
Numeracy, AKM
The Kampus Mengajar program has become an important initiative
to improve the quality of education in Indonesia. This study aims to
determine the impact of the Kampus Mengajar Batch 7 program on
the literacy and numeracy skills of 8th grade students at SMP Negeri
1 Tuhemberua, North Nias Regency. This study used an
experimental method with a one-group pretest-posttest design. The
8th grade students consisted of 108 students, so the study
population was all 8th grade students, while the sample was only 30
students. The researchers collected data using test techniques, then
analyzed the data with descriptive statistics. The results showed
that students' literacy and numeracy skills increased significantly
after a series of Kampus Mengajar Batch 7 activities were carried
out, where the average literacy score increased from 38.17 in the
pretest to 55.83 in the posttest, and the numeracy score increased
from 16.83 in the pretest to 64.17 in the posttest. This program also
provides students with direct community service experience.
However, collaboration between students and schools needs to be
strengthened to ensure the sustainability of the program. Future
research is expected to include more schools and more detailed
factors to measure the success of this Teaching Campus program as
a whole.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
1. Introduction
Education is the most important foundation for the development of a nation. In the current
development dynamics, the challenges of further developing the education system are becoming
more and more complex. Where education is a humanistic process that aims to humanize human
Implementation of The 7th Batch of Teaching Campus Program
in Improving Literacy and Numeracy Competencies of SMPN 1
Tuhemberua
Rolius Telaumbanua, Riswan Zega, Juni kristiani Gea,
Riang Rahmat Kristin Batee
Universitas Nias, Gunungsitoli, Indonesia
Universitas Pendidikan Indonesia, Bandung, Indonesia
Universitas Sumatera Utara, Medan, Indonesia
Universias Sari Mutiara Indonesia, Medan, Indonesia
Email: roliustela[email protected]m,
Correspondence: roliustelaumbanua@gmail.com
*
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beings through efforts to expand science through formal and non-formal educational institutions in
order to produce quality human resources (Aziizu, 2015; Pristiwanti et al., 2022).
Through education, we open the door to knowledge, understanding and personal growth.
Education provides an opportunity to gain a deeper understanding of the world around us, acquire
the skills necessary to live a successful life, and help us become more contributing citizens to society.
One of the initiatives that continues to be developed is the Teaching Campus Program. This is an
initiative that aims to strengthen the quality of education at various levels, especially at the junior
high school level.
The Teaching Campus Program is one of MBKM's flagship programs organized nationally by the
Ministry of Education and Culture. Through this program, students are invited to develop their own
competencies and skills by becoming agents of change and transformation of education in Indonesia.
And for now the Teaching Campus Program has entered the seventh generation. This is a proud
achievement and shows commitment in achieving its mission in transforming education. During the
implementation, more than 112,000 students were accommodated in more than 25,000
schools.(Kemendikbud, 2020).
In this context, the Class 7 Teaching Campus Program plays a very important role. The program
focuses on improving literacy and represents innovative solutions to improve the quality of
education, one of which is SMP Negeri 1 Tuhemberua. At a time when literacy and numeracy are the
keys to a person's success in facing global challenges, the implementation of this program will have a
significant impact on the development of students' potential.
Through a comprehensive and sustainable approach, the Batch 7 Teaching Campus Program is
expected to be able to make a real contribution to improving the literacy and numeracy competencies
of SMP Negeri 1 Tuhemberua students. By involving qualified educators and utilizing a variety of
available resources, it is hoped that this program will be able to create an inspiring learning
environment and open up opportunities for better academic achievement (Fauzi et al., 2021;
Safaringga et al., 2022)
The Batch 7 Teaching Campus Program is one of the three components of the Three Dharmas
of Higher Education: Teaching, Research and Service. This activity is designed to practice existing
knowledge. Hopefully our presence at SMPN 1 Tuhemberua will provide benefits (Setyadi et al.,
2021). Where it aims to provide an overview of the importance of the implementation of the Batch 7
Teaching Campus Program in the context of improving literacy and numeracy competencies at SMP
Negeri 1 Tuhemberuaa.
2. Materials and Methods
This research is a quantitative research. Quantitative research is an approach that relies heavily
on numbers when collecting data in the field. It is a fact-and-reality investigation that makes extensive
use of numerical data. In other words, this study collects data that can be measured and calculated
quantitatively to analyze the phenomenon being studied (Ali et al., 2022; Djollong, 2014). This
research uses an experimental method with a one-group pretest-posttest design to evaluate the
impact of the implementation of the 7th batch of the Teaching Campus program on students' literacy
and numeracy skills at SMP Negeri 1 Tuhemberua, North Nias Regency. The first step of this research
is to conduct a pretest which aims to assess students' Literacy and Numeracy skills before the
implementation of the teaching campus program. After that, the 7th batch of the Teaching Campus
program was implemented, followed by a posttest to evaluate changes in students' abilities after the
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intervention. Data analysis was carried out using descriptive statistics, with test results that have
been automatically assessed by the Teaching Campus program through the AKM Application and Web
pusmendik.kemdikbud.go.id. This study measured the success of the curriculum implementation by
comparing the results of the pretest and posttest, where the study was considered successful if there
was a significant improvement in students' literacy and numeracy skills after the intervention. This
method provides a clear framework to assess the effectiveness of the teaching campus program in
improving the quality of education at SMP Negeri 1 Tuhemberua.
The several phases carried out by the researcher in this study are:
1. Preparation Stage
a. Briefing
After the students are declared to have passed the selection of the teaching campus for
the next batch of 7 tahab, students and field supervisors (DPL) take part in a briefing for 3 weeks
for the provisions and knowledge needed in KMB activities at the assignment school later.
b. Release and self-report
The debriefing stage has been completed, students and DPL coordinate with the North
Nias Regency Education Office and SMP Negeri 1 Tuhemberua as the place of assignment and
after that students and DPL report themselves to the school assigned SMP Negeri 1
Tuhemberua and submit a letter of assignment from the teaching campus. Higher education
and from the North Nias Regency Education Office.
c. Observation and interview to the school of assignment
In the first week of activities, students and those who were accompanied by the DPL of
the 7th batch of the teaching campus made observations at SMP NEGERI 1 Tuhemberua. In
addition to observation, students also conduct interviews with the assignment school to
understand the situation and needs of students at school. The purpose of this activity is to
develop a joint action plan that is tailored to the school context. The school fully supports the
program delivered by the 7th batch of teaching campus teams.
d. Classroom AKM Preparation (Pre-Test and Post-Test))
Pretest and posttest are two important learning assessment tools. Pretest is carried out
before learning begins to assess students' initial understanding of the subject matter. Where
the research population is all 8th grade students, while the sample or those who participated
in the Pre-Test and Post-Test were only 30 students out of 108 8th grade students as a whole
at SMPN 1 Tuhemberua.
By conducting a pretest, teachers can identify students' weaknesses and strengths in
certain areas and make lesson plans that suit students' needs. After the learning process is
completed, a post-test is carried out to assess the level of students' understanding of the
material. Post-test provides an overview of the effectiveness of learning and how well students
achieve the learning goals that have been set. These two tools allow campus students to teach
7 tailor teaching to the needs of each student, provide teaching, and evaluate the effectiveness
of learning comprehensively.
e. Creation of a collaborative action plan
After completing the interview, observation and AKM class at school and getting some
problems and solutions in solving these problems, students make a collaborative action plan
that will later be carried out at the assignment school, it is inseparable from all that in making
a collaborative action plan always in coordination with the DPL (Field Supervisor), Pamong
Teachers and the school regarding the creation of a collaborative action plan that will be made.
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where there are 23 collaborative action plans for grades 7 to 9 starting from literacy
improvement programs, numeracy, technology adaptation and especially for grade 8 in the
implementation of Pre-Test and Post-Test.
2. Implementation Stage
a. Implementation of Numeracy Literacy pre-test
Students carry out pres-tests/initial tests before the implementation of the teaching
campus program 7 at the assignment school, where the implementation of the pre-test will be
carried out on Thursday, March 14, 2024, there are 30 8th grade students who take part in the
pre-test where the questions from the pre-test are directly from the teaching campus Program
Team 7. The results of the pre-test are a reference for students in making collaborative action
plans for students and schools.
b. Teaching collaboration
Students become teachers' partners in learning to design learning models and in
providing better learning media strategies to improve students' literacy and numeracy,
whether at school or later outside the school environment.
c. Helping Technology Adapt,
Students help students and teachers in using several technologies used in learning media
in schools
d. Assisting school administration, making numeracy literacy reading corners, making mading
and social how to protect the surrounding environment.
3. Evaluation Stage
After implementing the Collaboration Action Plan activity program at SMP NEGERI 1
Tuhemberua for 4 months, the previous Numeracy Literacy pre-test was carried out. At the end of
May 29-30, 2024, students carried out Numeracy Literacy Post-Test activities with the same
students during the pre-test of 30 8th-grade students; Numeracy Literacy Post-Test activities were
carried out to find out the extent of the impact of the Collaboration Action Plan activity program
that has been designed. The following is a table of the pre-test and post-test results of numeracy
literacy.
3. Result and Discussion
Pre-test Result
The results of the pre-test conducted by the researcher can be seen in the following table.
Table 1 Literacy and Numeracy pre-test results for SMP Negeri 1 Tuhemberua students
Student name
Literacy value
Numeracy value
Average value
Andea zega
25
15
20
Darius darliven gea
25
15
20
Jihan sarti abqari selayan
65
20
43
Rachel priscilla zai
45
20
33
Kristina sintika gea
50
5
28
Rian lestari zega
55
25
40
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Jespal marikar telaumbanua
35
20
28
Grace telaumbanua
30
30
30
Novaldin telaumbanua
35
0
18
Kevin pratama telaumbanua
35
5
20
Briel rain heart zega
35
10
23
Daniel yesarela gea
40
25
33
Nathania fredella zega
55
30
43
Eirene gea
50
20
35
Nova tri niat zega
70
40
55
Retni windian gea
45
20
33
Siltan trinita gea
70
45
58
Airin yafrita gea
50
20
35
Nifilia gloria gea
65
15
40
Novirman jaya zega
45
25
35
Septin chrisyuani gea
35
25
30
Gita nov imelda gea
55
25
40
Tri amanda zega
50
20
35
Sepriyanti gea
50
10
30
Fiansatra telaumbanua
25
0
13
Marthan jonathan zega
45
20
33
Jeprin gea
35
25
30
Niscaya zega
55
20
38
Febri mardian nazara
60
20
40
Kartini gea
55
25
40
Post-test Result
After implementing a series of teaching campus programs, the research conducted a final test
for grade 8 students, totalling 30 students, with the following results.
Table 2 Literacy and Numeracy post-test results for 8th-grade students of SMP Negeri 1
Tuhemberua
Student name
Literacy value
Numeracy value
Average value
Andea zega
35
65
50
Darius darliven gea
35
70
53
Jihan sarti abqari selayan
55
70
63
Rachel priscilla zai
65
65
65
Kristina sintika gea
55
75
65
Rian lestari zega
65
70
68
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Jespal marikar telaumbanua
55
70
63
Grace telaumbanua
70
65
68
Novaldin telaumbanua
45
75
60
Kevin pratama telaumbanua
45
55
50
Briel rain heart zega
45
70
58
Daniel yesarela gea
55
60
58
Nathania fredella zega
75
60
68
Eirene gea
55
70
63
Nova tri niat zega
65
65
65
Retni windian gea
60
70
65
Siltan trinita gea
70
70
70
Airin yafrita gea
60
70
65
Nifilia gloria gea
80
70
75
Novirman jaya zega
55
75
65
Septin chrisyuani gea
45
60
53
Gita nov imelda gea
50
65
58
Tri amanda zega
55
70
63
Sepriyanti gea
50
75
63
Fiansatra telaumbanua
45
60
53
Marthan jonathan zega
55
60
58
Jeprin gea
50
70
60
Niscaya zega
60
75
68
Febri mardian nazara
55
70
63
Kartini gea
60
60
60
Post-test Result
Based on the competencies expected in the 7 teaching campus programs, student ability
improvement can be seen in the following table
Table 3. Percentage of Answers Results of pre-test and post-test of Numeracy Literacy
Activities
Competence
Level
Kog
Total of
questions
Total of
students
Total
students
answered
correctly
Percentage
of students
answered
correctly
pre-test
Finding explicit information
(who, when, where, why,
how) in fictional texts
continues to increase
according to the level.
Literacy
20
30
13,9
46%
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Solving social arithmetic
problems related to
ratios/percentages.
Numeracy
20
30
6
20%
pos-test
F04 Finding explicit
information (who, when,
where, why, how) in
fictional texts
Literacy
20
30
16,7
56%
Solving 1-variable linear
equations and inequalities
and 2-variable linear
equation systems.
Numeracy
20
30
20,3
68%
A comparison of the results of the pres-test and post-test of literacy and numeracy skills of SMP
Negeri 1 Tuhemberua, can be seen in the following graph:
Based on the results of the pre-test and post-test that students have carried out to 8th grade
students of SMP NEGERI 1 Tuhemberua, the results before and after the test showed a significant
improvement in students' Literacy and Numeracy skills. The average Literacy score increased from
38.17 in the pretest to 55.83 in the posttest, and the Numeracy score increased from 16.83 to 64.17.
The correct response rate also increased, with reading skills increasing from 46% to 56% and
numeracy skills increasing from 20% to 68%. Almost all students, especially those who previously
underperformed, experienced significant personal progress. It can be concluded that the teaching
campus program and the implementation of the Collaborative Action Plan carried out by the 7th batch
of teaching campus students have been successful and have a positive impact on significantly
improving students' literacy and numeracy skills. This is also in accordance with research from
several previous students who have participated in the campus teaching program for batches 1, 2, 3,
4, 5, and 6.
This four-month service activity resulted in a collaborative action planning program to improve
students' literacy, numeracy, and technological adaptability. The results showed a significant
0
5
10
15
20
25
30
35
Literasi Numerasi Literasi Numerasi
pre-test pos-test
Jumlah soal
Jumlah siswa
Jumlah siswa menjawab
benar
Presentase siswa
menjawab benar
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improvement in student skills, especially in the post-test results of the AKM class. The Teaching
Campus Program also provides students with valuable hands-on community service experience
through on-campus learning. However, it also highlights the importance of sustainability on the part
of schools to maintain and develop these improvements. Therefore, cooperation between students
and schools must continue to be maintained to ensure the sustainability and development of these
programs (Daliani et al., 2024; Fani & Tranggono, 2023; Luh & Kamaratih, 2023; Muyassaroh et al.,
2022; Prasandha & Utomo, 2022; Rachman et al., 2021)
4. Conclusion
Students ' literacy skills have increased significantly through implementing the Teaching
Campus program and joint action plans. The program also provides students with hands-on
community service experience. However, cooperation between students and schools must be
maintained to maintain the sustainability and development of the program. Joint efforts are needed
to ensure the future sustainability and further development of these programs. The advantages of this
study lie in the structured methods and results, which clearly show positive effects. However, its
weaknesses include focusing on a single school and the inability to generalise the results. Future
developments may include more comprehensive studies involving more schools and identifying in
more detail the factors that influence the program's success.
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