-д хадгалсан:
| Үндсэн зохиолчид: | , , |
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| Формат: | Recurso digital |
| Хэл сонгох: | Англи, Эртний (ойролцоогоор 450-1100) |
| Хэвлэсэн: |
Zenodo
2026
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| Нөхцлүүд: | |
| Онлайн хандалт: | https://doi.org/10.5281/zenodo.18951421 |
| Шошгууд: |
Шошго нэмэх
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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Агуулга:
- <p>This study aims to analyze the level of reading literacy and numeracy skills of students at the Budi Luhur 1 Biah Community Learning Centre (CLC), Sabah, Malaysia, based on the Minimum Competency Assessment (AKM) standards, and to examine the relationship between demographic factors and the achievement of these competencies. This research is important considering that CLC acts as an alternative educational institution for children of Indonesian migrant workers who have limited access to formal education. This study uses a quantitative approach with a descriptive correlational design. The research subjects were 26 fifth-grade students at CLC Budi Luhur 1 Biah. Data on literacy and numeracy skills were obtained through AKM-based tests, while data on demographic factors were collected through questionnaires. Data analysis was conducted using descriptive statistics to describe the level of student ability and correlation tests to identify the relationship between demographic factors and literacy and numeracy skills. The results of the study indicate that students' reading literacy skills are in the sufficient (proficient) category, indicating that students have been able to understand explicit information, identify main ideas, and draw simple conclusions from the text. In contrast, students' numeracy skills are in the basic category, indicating limitations in mathematical reasoning and contextual problem solving. Demographic factors did not significantly correlate with reading literacy skills, indicating that literacy learning experiences in CLC environments developed evenly. However, family characteristics significantly correlated with numeracy skills, while socioeconomic status showed a trend toward a near-significant relationship. These findings suggest that the family environment plays a crucial role in providing contextual numeracy experiences for students. This study concluded that students' literacy skills developed more effectively than their numeracy skills, highlighting the importance of the family's role in supporting the numeracy development of migrant children.</p>