THE EFFECTIVENESS OF TECHNOLOGY-BASED LEARNING IN DEVELOPING LITERACY AND NUMERACY AMONG ELEMENTARY SCHOOL STUDENTS
AN EXPERIMENTAL STUDY IN PUBLIC ELEMENTARY SCHOOLS WITHIN THE BATANGHARI WATERSHED AREA
DOI:
https://doi.org/10.21009/ishel.v2i1.70903Keywords:
effectiveness of educational technology, literacy, numeracy, elementary school, Batanghari River BasinAbstract
The 2022 National Assessment (Asesmen Nasional/AN) results showed that 58.6% of elementary school students in Muaro Jambi Regency had not yet achieved the minimum literacy competency, while 63.4% had not reached the minimum numeracy threshold. These figures consistently remained below the national average. This condition is further compounded by the characteristics of the Batanghari River Basin area, which faces multiple infrastructure constraints, including electricity outages averaging 9.3 hours per week, internet access limited to 2G-level connectivity, and a very low student-to-digital-device ratio of 1:7.4. This study examined the effectiveness of a technology-based learning intervention using the “LiterasiKu” application, which was specifically designed to function offline and incorporates content based on Jambi Malay culture. The intervention aimed to improve the literacy and numeracy skills of students in Grades 1–3 across 16 public elementary schools located in four subdistricts within the Batanghari River Basin area of Muaro Jambi Regency. Using a quasi-experimental mixed-methods design with a sample of 320 students, the study found that the technology-based intervention significantly improved phonological awareness and reading fluency (η² = 0.37), as well as understanding of number concepts (η² = 0.31). However, the effectiveness of the intervention was strongly moderated by the reliability of the electricity infrastructure (β = 0.41, p < 0.001) and teachers’ capacity to mediate the use of technology. This study recommends a three-pillar model for integrating technology into literacy and numeracy instruction: minimum infrastructure reliability, teacher training in technology-mediated instruction, and locally contextualized content based on the Batanghari River Basin environment.
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