LITERASI NUMERASI DALAM KURIKULUM MERDEKA: ANALISIS TEORETIS DAN PRAKTIS DI SEKOLAH DASAR

Abstract

Numeracy literacy is a fundamental competency within the Merdeka Curriculum,

aimed at fostering logical, critical, and reflective thinking skills from the elementary

school level. This study seeks to analyze the theoretical foundations and practical

implementation of numeracy literacy in the context of Merdeka Curriculum policies

at the primary education level. The research method involves a literature review of

cognitive theory (Jean Piaget), constructivist theory (Lev Vygotsky), and

transformative theory (Jack Mezirow), as well as a systematic review of national and

international research published between 2021 and 2025. The findings reveal that

strengthening numeracy literacy requires the integration of innovative learning

approaches such as Realistic Mathematics Education (RME), Problem-Based

Learning (PBL), and contextual thematic learning. The Minimum Competency

Assessment (AKM) policy emphasizes the teacher's role in designing adaptive

numeracy strategies and diagnostic-oriented formative assessments. The success

of numeracy literacy development strongly depends on the support of the

educational ecosystem, including school community participation, the cultivation of

a numeracy-based culture in daily activities, and the establishment of school-based

numeracy teams. This study concludes that enhancing numeracy literacy demands

improved teacher competencies, the development of context-based teaching tools,

and systematic collaboration between schools, educators, and the broader social

environment in support of Merdeka Curriculum implementation.