Literacy and Numeracy Development: A Comparative Study Between Indonesia and Australia
DOI:
https://doi.org/10.61166/responsive.v1i2.14Keywords:
Literacy, Numeracy, Comparative Study, Indonesia, AustraliaAbstract
This study compares literacy and numeracy development policies and practices between Indonesia and Australia, focusing on national assessments, learning strategies, and teacher quality and professional development. In Australia, the National Assessment Program-Literacy and Numeracy (NAPLAN) is the main instrument in monitoring student achievement and promoting data-driven interventions. Indonesia, on the other hand, is implementing the National Assessment and Merdeka Curriculum in response to the challenges of 21st century education quality and relevance. Indonesia struggles with infrastructure inequality, teacher quality and policy implementation readiness, while Australia faces education disparities between urban and rural communities and indigenous groups. This research uses a desk study approach to analyze policy documents, scholarly publications and official reports from both countries. The results show that strengthening literacy and numeracy requires a systemic approach that includes flexible curriculum planning, informative assessments, ongoing teacher training and the use of data for continuous improvement. This cross-country study provides important insights for policymakers and education practitioners in designing contextualized and sustainable education quality improvement strategies, especially in strengthening students' essential competencies to face global challenges.
References
Ali, Mohammad, Pendidikan untuk pembangunan Nasional: Menuju Bangsa Indonesia yang Mandiri dan Berdaya Saing Tinggi (Grasindo, 2009)
Farid, M Miftah, “Pergeseran Paradigma Ujian Nasional ke Asesmen Nasional pada Masa Menteri Pendidikan dan Kebudayaan Nadim A. Makarim,” Pendidikan Humanis: Penilaian Pendidikan Di Sekolah, 113 (2022)
Fitriana, Leni Nurindah Lailatul, Nur Ahid, Guntur Eko Prasetiyo, dan Iin Daratista, “Kebijakan Pokok dan Strategi Implementasi Kurikulum Merdeka Belajar di Indonesia,” Journal on Teacher education, 4.2 (2022), 1505–11
Gufron, Ahmad, Iwan Junaedi, dan Mulyono, “Kurikulum Matematika Australia: Tinjauan Sistematis tentang Konteks, Konten dan Proses,” Jurnal Syntax Admiration, 6.1 (2025), 128–47
Gunawan, Rilla Gina, Eri Rozika, Rusdinal Rusdinal, Nurhizrah Gistituati, dan Azwar Ananda, “Studi Komparatif Kurikulum Matematika Sekolah Dasar Indonesia dan Australia,” Jurnal Education And Development, 12.1 (2024), 401–7
Hendrik Dewantara, Membangun Masa Depan Pendidikan: Inovasi dan Tantangan dalam Sertifikasi Guru di Indonesia (PT Indonesia Delapan Kreasi Nusa, 2024)
Idin, Asep, Nurlaela, dan Iis Marwan, “Disparitas Kualitas Guru dalam Pendidikan,” Cendekia: Jurnal Pendidikan dan Pemberdayaan Masyarakat, 2.3 (2024), 193–201
Ilyas, Muhammad, Marufi, dan Nisraeni, “Metodologi Penelitian Pendidikan Matematika” (Pustaka Ramadhan, 2015)
Jakaria, Yaya, Agung Purwadi, Yufridawati, Asri Ika Dwi Martini, Yunita Murdiyaningrum, dan Philip Suprastowo, “Peningkatan Derajat Manusia melalui Pendidikan” (Badan Penelitian dan Pengembangan, Kemendikbud, 2018)
Jaya, Wihana Kirana, Ekonomi Kelembagaan: Studi Kasus pada Transportasi Pedesaan dan Dampak Covid-19 (PT Elex Media Komputindo, 2021)
Kidman, Gillian, dan Niranjan Casinader, “Inquiry-Based Teaching and Learning Across Disciplines,” London: Palgrave Pivot, 10 (2017), 971–78
Kurniati, Pat, Andjela Lenora Kelmaskouw, Ahmad Deing, Bonin, dan Bambang Agus Haryanto, “Model Proses Inovasi Kurikulum Merdeka Implikasinya bagi Siswa dan Guru Abad 21,” Jurnal Citizenship Virtues, 2.2 (2022), 408–23
Muhtadi, Dedi, Iwan Junaedi, dan Mulyono, “Studi Komparatif Kurikulum Matematika Sekolah Menengah Indonesia dan Turki,” Journal of Authentic Research on Mathematics Education (JARME), 3.2 (2021), 126–33
Munirah, “Sistem Pendidikan di Indonesia: Antara Keinginan dan Realita,” AULADUNA: Jurnal Pendidikan Dasar Islam, 2.2 (2015), 233–45
Murdiyani, Nila Mareta, Kajian Pendidikan Matematika Internasional (UNY Press, 2020)
PISA, OECD, “PISA 2018 Result (Volume I): What Student Know and Can Do” (Paris: OECD Publishing, 2019)
Rosa, Elisa, Rangga Destian, Andy Agustian, dan Wahyudin, “Inovasi Model dan Strategi Pembelajaran dalam Implementasi Kurikulum Merdeka” Journal of Education Research, 5.3 (2024), 2608–17
Rumahuru, Yance Z, Agusthina Siahaya, M Th, dan Jenri Ambarita, Transformasi Budaya Pembelajaran Era Kenormalan Baru Pasca Covid-19 (Penerbit Adab, 2021)
Saragih, Elianti Nurminah, Serentak Bergerak, Wujudkan Merdeka Belajar (Deepublish, 2021)
Septiana, Yudha Maya, Solfema Solfema, dan Lili Dasa Putri, “Upaya dalam Pemerataan Pendidikan di Daerah Terpencil,” Jurnal Kajian dan Penelitian Umum, 2.6 (2024), 162–69
Sudarisman, Suciati, “Memahami Hakikat dan Karakteristik Pembelajaran Biologi dalam Upaya Menjawab Tantangan Abad 21 serta optimalisasi Implementasi Kurikulum 2013,” Florea: Jurnal Biologi dan Pembelajarannya, 2.1 (2015)
Sueca, I Nengah, Literasi Dasar: Bahan Literasi Berbasis Permainan Bahasa (Nilacakra, 2021)
Sulaiman, Endang Sutisna, Pemberdayaan Masyarakat di Bidang Kesehatan: Teori dan Implementasi (UGM Press, 2021)
Winata, Anggun, Ifa Seftia Rakhma Widiyanti, dan Sri Cacik, “Analisis Kemampuan Numerasi dalam pengembangan Soal Asesmen Kemampuan Minimal pada Siswa Kelas XI SMA untuk Menyelesaikan Permasalahan Science,” Jurnal Educatio Fkip Unma, 7.2 (2021), 498–508
