Storytelling Sebagai Strategi Pembelajaran Literasi dan Numerasi pada Anak Kesulitan Belajar di Sekolah Dasar
DOI:
https://doi.org/10.20961/imscs.v3i2.1138Keywords:
storytelling, literacy, numeracy, learning difficulties, elementary schoolAbstract
Numeracy literacy skills are essential for 21st-century students. Numeracy literacy skills are the ability to use various numbers and symbols to solve practical problems in everyday life. However, in the context of inclusion, teachers need special learning strategies for children with learning difficulties in numeracy and literacy. They have average or even above potential abilities but require different learning approaches and support. This study examined how storytelling can be an effective strategy to stimulate numeracy literacy for them. This study is a literature review of journals in the Google Scholar database from 2020 to 2025. Limited research discussing the use of storytelling in teaching numeracy literacy to children with learning difficulties, so more in-depth research is needed. The results showed that storytelling can provide a fun learning experience, easier to understand and connect reading (literacy) with problem-solving skills (numeracy literacy). There are various forms of storytelling, and the most effective strategy is tailored to the characteristics of children with learning difficulties. It is hoped that storytelling can stimulate numeracy literacy thinking so that children with learning difficulties have numeracy literacy skills as a provision for daily life, both now and in the future.
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