Putri Anggraini Puspitasari, Heri Triluqman Budisantoso

Teachers' perceptions of the Kampus Mengajar program in enhancing student literacy and numeracy

Introduction

Teachers' perceptions of the kampus mengajar program in enhancing student literacy and numeracy. Explore teachers' positive perceptions of Indonesia's Kampus Mengajar program. Learn how this initiative enhances student literacy & numeracy, its challenges, and positive impact.

Abstract

The Kampus Mengajar Program is one of the initiatives designed by the government to address literacy and numeracy issues among students in Indonesia through collaboration between university students and elementary school teachers. This study aims to explore teachers' perceptions of the Kampus Mengajar program in improving student literacy and numeracy. The research used a descriptive qualitative approach with a phenomenological design. Data collection techniques included interviews, observation, and documentation at an elementary school in Denpasar, Bali. The results showed that, overall, teachers perceive the Kampus Mengajar program positively, as reflected in their enthusiasm and active support for its implementation. The teachers understand the program's purpose, which is to improve students' literacy and numeracy skills. However, challenges arose during implementation, such as limitations in addressing all students' needs and a reduced implementation schedule. The program is considered to have successfully met students' needs and positively impacted on their literacy and numeracy skills. The findings offer important implications for the future development and improvement of the Kampus Mengajar program.

Review

This study presents an important qualitative exploration into teachers' perceptions of the Kampus Mengajar program, a significant government initiative aimed at addressing literacy and numeracy gaps in Indonesian elementary schools. The chosen descriptive qualitative approach with a phenomenological design is highly appropriate for understanding the lived experiences and views of teachers regarding this collaborative program. The abstract clearly indicates that, overall, teachers hold positive perceptions, demonstrating enthusiasm and active support, alongside a clear understanding of the program's core objectives to enhance student skills. This initial finding suggests a strong foundation of stakeholder buy-in, which is crucial for the success of such large-scale educational interventions. However, the abstract also judiciously highlights critical nuances and challenges encountered during the program's implementation. Specifically, limitations in addressing the diverse needs of all students and a reduced implementation schedule are identified as key hurdles. While the abstract concludes that the program is perceived to have successfully met students' needs and positively impacted their literacy and numeracy, the presence of these challenges suggests that the full paper likely delves into the complexities of balancing positive intent with practical execution. A deeper analysis of these challenges, including their root causes and potential mitigation strategies, would be invaluable for program refinement. The study's findings are presented as offering "important implications for the future development and improvement" of the Kampus Mengajar program. This indicates the potential for the full paper to provide actionable insights for policymakers and program implementers, moving beyond mere description to offer concrete recommendations. Given the strategic importance of this initiative in Indonesia, such a review of teacher perceptions is essential for ensuring its long-term efficacy and sustainability. This research contributes meaningfully to the understanding of collaborative educational programs and their impact from the perspective of key on-the-ground stakeholders.

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