ABSTRACT
This study aims to analyze the influence of the integrated contextual training
model through quality reading books on improving the literacy and numeracy
competence of educators in KKG Cluster VI Panglima Batur, Pandih Batu
District. Using a quantitative approach with a pre-experimental pretest-posttest
design, this study measures the improvement of educators’ competencies before
and after participating in the training. This study has a sample of 42 educators.
Data collection techniques are carried out using tests, as well as data analysis
using the pired sample t-test, honogenity test, and data normality. The results of
the analysis showed a significant increase in literacy competence, with an
average pretest of 57.40 and a posttest of 97.69, as well as numeracy competence,
with an average of 64.40 pretest and a posttest of 98.24. The normality test shows
that the data is distributed normally, while the variance homogeneity test
indicates the similarity of variance between the data groups. Paired t-test analysis
showed significant differences between pretest and posttest in both literacy (t =
38.819, p < 0.05) and numeracy (t = 33.020, p < 0.05), confirming the
effectiveness of the applied training model. These results show that the
integration of quality reading books in contextual training is able to improve the
understanding and skills of educators in teaching literacy and numeracy more
effectively. Therefore, it is recommended that this training model can be applied more widely with ongoing mentoring to ensure optimal impact in classroom
learning.
Ikuti Kami
