Rizky Khairunnisa Al Hadi (1), Eri Yusron (2), I Nyoman Indhi Wiradika (3), Hasto Arief Narendra (4), Angela Merici Adem (5)
Penelitian ini bertujuan untuk menganalisis hubungan latar belakang status sosial ekonomi (SES) dan gender dengan kemampuan literasi dan numerasi anak usia 6-12 tahun di Indonesia. Menggunakan metode statistik deskriptif dan regresi linear berganda, penelitian ini menelusuri hubungan antara hasil asesmen literasi dan numerasi dengan berbagai variabel SES dan gender. Data diperoleh dari asesmen Pengukuran Mandiri Literasi dan Numerasi PSPK (PEMANTIK) terhadap 20.523 anak yang tersebar di 21 provinsi dan 79 kabupaten/kota. Hasil menunjukkan bahwa latar belakang pendidikan dan pekerjaan orang tua, terutama ayah, memiliki pengaruh signifikan terhadap kemampuan literasi dan numerasi anak. Selain itu, anak laki-laki memiliki kemampuan numerasi lebih tinggi dibandingkan anak perempuan, sementara anak perempuan memiliki kemampuan literasi lebih tinggi dibandingkan anak laki-laki. Penelitian ini menekankan pentingnya intervensi yang disesuaikan berdasarkan latar belakang SES dan gender, khususnya pada tingkat sekolah dasar, guna meningkatkan kemampuan literasi dan numerasi anak sebagai fondasi pendidikan di masa depan.
Literacy and numeracy of children aged 6-12 years: The role of socioeconomic status and gender based on the PEMANTIK assessment
Abstract: This study aims to analyze the relationship between SES background and gender with literacy and numeracy skills in children aged 6-12 years in Indonesia. Using descriptive statistical methods and multiple linear regression, the study examines the correlation between literacy and numeracy assessment results and various SES and gender variables. Data were obtained from the PSPK Independent Literacy and Numeracy Measurement Assessment (PEMANTIK), covering 20,523 children across 21 provinces and 79 districts/cities. The findings indicate that parental education and occupation, particularly the father’s, significantly affect children's literacy and numeracy skills. Furthermore, boys tend to have higher numeracy skills, while girls outperform boys in literacy at the primary school level. This study highlights the importance of tailored interventions based on SES and gender backgrounds, particularly in primary education, to enhance children's literacy and numeracy skills as the foundation for their future education.
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