Diyajeng Luluk Karlina

Implementation Minimum Competency Assessment to Improve Literacy Numeracy in Class V Students of Elementary School

Introduction

Implementation minimum competency assessment to improve literacy numeracy in class v students of elementary school. Improve numeracy literacy in elementary school Class V students using Minimum Competency Assessment (MCA). Research shows significant gains in thinking skills through pre/post-tests.

Abstract

This research was motivated by observation data which showed that the numeracy literacy abilities of class V students were quite low. The implementation of this research aims to equip students with better thinking skills regarding various problems that arise in questions through a minimum competency assessment which is carried out in two stages, namely pre-test and post-test. This activity was carried out in class V, which was attended by 15 students. The research method consists of three stages, namely planning, implementation and evaluation. The results of this service show a significant increase in students numeracy literacy skills. The increase in the minimum competency assessment score in class V is supported by the successful implementation of the work program that has been designed. From the pre-test to post-test minimum competency assessment activities, there was a good improvement and a fairly high increase in students numeracy literacy skills.

Review

This paper, titled "Implementation Minimum Competency Assessment to Improve Literacy Numeracy in Class V Students of Elementary School," addresses a critical and highly relevant area in elementary education: enhancing students' numeracy literacy skills. The abstract clearly articulates the motivation for the study – observed low baseline abilities in Class V students – and the aim to foster better thinking skills through a Minimum Competency Assessment (MCA) framework. The use of a pre-test and post-test design within a specific context (15 Class V students) suggests a focused, action-oriented approach, and the reported significant increase in students' numeracy literacy skills is a promising outcome, indicating the potential effectiveness of the intervention. While the abstract highlights a positive impact, further methodological detail would significantly strengthen the study. The description of the research method as "planning, implementation, and evaluation" is quite general; the full paper should elaborate on the specific *activities* and *pedagogical strategies* that constituted the "work program" during the implementation phase, beyond merely administering tests. Crucially, the nature and design of the "minimum competency assessment" itself require thorough explanation: Was it a standardized tool, or specifically developed for this research? How was its validity and reliability ensured? Additionally, clarification on how "significant increase" was determined (e.g., specific statistical tests, qualitative analysis, or effect sizes) is essential, particularly given the small sample size of 15 students. Overall, the abstract presents a valuable effort to address a fundamental educational challenge and demonstrates a positive initial impact on student learning outcomes. The reported improvements in numeracy literacy skills, as evidenced by the pre-test to post-test changes, suggest the potential utility of the intervention. To fully appreciate the study's contribution and facilitate its transferability, the full paper must provide a more granular account of the intervention's specifics, the detailed design and rationale of the Minimum Competency Assessment, and a more robust reporting of the data analysis. Addressing these points would elevate the manuscript from a promising service report to a more comprehensive and impactful research contribution for the educational community.

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