The Impact of Computer-based National Assesment toward Improvement of Students Literacy and Numeracy around The New Capital City, Nusantara Suci Yuniarti*, Prita Indriawati, Husnul Khotimah, Kiftian Hady Prasetya, Deden, Ganjar Susilo, Nurliani Maulida
Faculty of Teacher Training and Education
University of Balikpapan
Jalan Pupuk Raya, Balikpapan 76114, Indonesia
*suci.yuniarti[at]uniba-bpn.ac.id
Abstract
Literacy and numeracy are basic skills students must have in the Industrial Era 4.0. Computer-based National Assessment (CBNA), mainly the Minimum Capability Assessment (MCA), measures students^ reading literacy and mathematics literacy (numeracy). Reading literacy is understanding, using, evaluating, and reflecting on various written texts to develop individual capacity as Indonesian citizens and global citizens to contribute productively to society. At the same time, numeracy is the ability to think using concepts, procedures, facts, and mathematical tools to solve everyday problems in various contexts relevant to individuals as citizens of Indonesia and the world. This research aims to describe the impact of implementing the CBNA on increasing student literacy and numeracy in Balikpapan City, one of the supporting cities for the Indonesian capital. This qualitative research involved school principals, teachers, and middle and high school students. The data collection techniques used were interviews and documentation. The CBNA results in each educational unit provide information about the competency level of literacy and numeracy skills of schools and students. It impacts school and teachers policies regarding increasing literacy and numeracy, especially for schools that still need to achieve minimum competency and for students who still have ^basic^ and ^need special intervention^ competency levels.
Keywords: Computer-based National Assesment- Literacy- Numeracy
