Dini Khoirun Nisa, Christian Arief Jaya

The role of creative learning resource design in enhancing literacy and numeracy skills: A study of the Kampus Mengajar program

Introduction

The role of creative learning resource design in enhancing literacy and numeracy skills: a study of the kampus mengajar program. Explore how creative learning resource design in the Kampus Mengajar program enhances student literacy and numeracy skills. Study finds a significant positive relationship.

Abstract

This study aims to explore the relationship between creativity in learning resource design and the improvement of literacy and numeracy skills among students in the Kampus Mengajar Program, Batch 7. Specifically, the study seeks to: 1) identify the correlation between creativity in learning resource design and literacy, and 2) examine the relationship between creativity in learning resource design and numeracy. Employing a quantitative research design, the study uses a product-moment correlation method with a non-probability sampling approach, consisting of 30 students. Data were collected through a Google Forms questionnaire, and prerequisite tests, including normality and linearity tests, were conducted. Hypothesis testing was performed using a correlation test. The results reveal a statistically significant positive relationship between creativity in learning resource design and literacy (Sig. = 0.027 < 0.05), as well as between creativity in learning resource design and numeracy (Sig. = 0.019 < 0.05). These findings suggest that creative learning resource design developed by students in the Kampus Mengajar program plays a key role in enhancing both literacy and numeracy skills in schools. The study contributes to the understanding of effective teaching strategies within the Kampus Mengajar Program and highlights the importance of creative approaches in addressing educational challenges.

Review

This study addresses a timely and relevant topic regarding the potential of creative learning resource design to enhance essential literacy and numeracy skills, specifically within the context of the Kampus Mengajar Program. The authors clearly delineate their objectives, seeking to establish a correlation between creative design and the improvement of these fundamental skills. The reported findings of a statistically significant positive relationship for both literacy (Sig. = 0.027) and numeracy (Sig. = 0.019) suggest that creative pedagogical approaches can indeed play a beneficial role. This initial empirical support is valuable and contributes to the discussion surrounding effective teaching strategies within educational programs aiming for skill development. However, several methodological aspects warrant critical attention, which temper the strength and generalizability of the conclusions. The study's reliance on a quantitative design with a non-probability sample of only 30 students is a significant limitation. A sample of this size is highly susceptible to sampling error and severely restricts the external validity and generalizability of the findings to a broader student population or even to other cohorts within the Kampus Mengajar program. Furthermore, while data collection via a Google Forms questionnaire might be appropriate for assessing aspects of "creativity in learning resource design," the abstract lacks crucial detail on how literacy and numeracy skills, or their improvement, were specifically measured using this instrument. Without clear information on the validity and reliability of these skill assessments, the interpretation of the correlation results becomes challenging. It is also important to remember that a correlational study, particularly with these methodological constraints, does not establish causation. Despite these limitations, the study offers a valuable starting point for exploring the impact of creative educational interventions. The preliminary positive correlations are encouraging and suggest a promising avenue for further, more robust investigation. Future research would benefit immensely from employing larger, probabilistically sampled populations, alongside validated and standardized instruments for assessing literacy and numeracy skills. Incorporating mixed-methods or longitudinal designs could also provide deeper insights into the causal mechanisms and long-term effects. In conclusion, while this paper serves as an interesting pilot study highlighting a potentially significant relationship, its findings should be interpreted with considerable caution due to the pronounced methodological constraints, particularly regarding sample size and the specific measurement of key variables.

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