RIZKI AMALIYAH

Konsep Pendidikan Holistik Dalam Peningkatan Kemampuan Literasi dan Numerasi Siswa Sekolah dasar

Introduction

Konsep pendidikan holistik dalam peningkatan kemampuan literasi dan numerasi siswa sekolah dasar . Telusuri konsep pendidikan holistik untuk meningkatkan literasi dan numerasi siswa SD. Studi ini menunjukkan potensi besar dan tantangan implementasinya. Dapatkan insight terbaru!

Abstract

A compressive technique to reconstruct education in all its facets is known as holistic education. A qualitative descriptive research technique combined with a literature study approach was the research methodology employed in this study. This approach entails gathering, examining, documenting, and evaluating information from a variety of reference sources that are pertinent to the study's goals. This approach is employed in this study to better comprehend the idea of holistic education in enhancing elementary school students' reading and numeracy skills. According to the study's findings, elementary school students' literacy and numeracy can be improved through the use of holistic education. However, many educational institutions have not fully adopted this approach, and other studies have noted a number of implementation challenges, such as a lack of dedication to collaboration among related sectors.    

Review

This paper addresses a highly relevant and timely topic concerning the application of holistic education concepts to enhance literacy and numeracy skills among elementary school students. Utilizing a qualitative descriptive approach primarily based on a literature review, the study aims to synthesize existing knowledge on how a comprehensive educational philosophy can contribute to foundational academic competencies. The core finding suggests a positive correlation, asserting that holistic education indeed possesses the potential to improve these critical skills. This conceptual exploration is valuable, especially in educational contexts seeking innovative strategies to tackle learning deficits in elementary schooling. A strength of this work lies in its conceptual framing and the identification of a significant gap: the limited adoption of holistic approaches in many educational institutions. Furthermore, the abstract highlights practical implementation challenges, such as the perceived lack of dedication to collaboration among stakeholders. By pointing out these real-world obstacles, the paper moves beyond a purely theoretical discussion to acknowledge the complexities of educational reform. The synthesis of information from various pertinent reference sources is a suitable methodology for establishing the theoretical underpinning of holistic education's efficacy. However, the abstract leaves some areas needing further clarification and depth. The methodology, described as a "qualitative descriptive research technique combined with a literature study approach," could benefit from more precise elaboration to differentiate it from a standard literature review, and to explain what "qualitative descriptive research" entails in this specific context beyond gathering and evaluating information. While the study concludes that holistic education *can* improve literacy and numeracy, the abstract does not elaborate on *how* or through *what specific mechanisms* this improvement occurs, which would significantly strengthen its theoretical contribution. Future iterations of this work, or follow-up studies, would greatly benefit from offering a more detailed framework linking specific holistic practices to tangible gains in literacy and numeracy, potentially through empirical case studies or action research in schools.

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