Implementation of the Literacy and Numeracy Habituation Program to Improve Students' Basic Competencies

Mirajul Wathoni; Muh Deni Siregar; Novina Anjalina Nur Anisa; Fathimatuzzuhro Lathif; Herlina Yanti; Hikatun Fatmariza

doi:10.37899/mjdl.v3i1.307

Authors

Mirajul Wathoni Elementary School Teacher Education, Faculty of Education, Universitas Hamzanwadi, Indonesia
Muh Deni Siregar Elementary School Teacher Education, Faculty of Education, Universitas Hamzanwadi, Indonesia
Novina Anjalina Nur Anisa Elementary School Teacher Education, Faculty of Education, Universitas Hamzanwadi, Indonesia
Fathimatuzzuhro Lathif Elementary School Teacher Education, Faculty of Education, Universitas Hamzanwadi, Indonesia
Herlina Yanti Elementary School Teacher Education, Faculty of Education, Universitas Hamzanwadi, Indonesia
Hikatun Fatmariza Elementary School Teacher Education, Faculty of Education, Universitas Hamzanwadi, Indonesia

DOI:

https://doi.org/10.37899/mjdl.v3i1.307

Keywords:

Adaptive Teaching, Elementary Education, Literacy Development, Numeracy Skills

Abstract

This study aims to analyze the implementation of a Literacy and Numeracy Habituation Program (Bias Litnum) and its impact on students’ foundational competencies in an elementary school context. A qualitative descriptive approach was employed, involving classroom observations, semi-structured interviews, and document analysis to capture instructional processes and student learning experiences. The findings reveal that the program, implemented through routine, contextual, and student-centered activities, contributes to improvements in reading comprehension, writing skills, and numeracy reasoning. The results also indicate that adaptive teacher facilitation and supportive learning environments play a critical role in enhancing student engagement and participation. The novelty of this study lies in its integrated analysis of literacy and numeracy within a habituation-based framework, highlighting the interaction between routine practice, contextual learning, and student engagement as key mechanisms for developing foundational competencies. The study provides both theoretical and practical implications by proposing a holistic approach to literacy and numeracy development that goes beyond traditional instructional models. These findings suggest that habituation-based programs can serve as an effective and sustainable strategy for improving basic competencies in elementary education.

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