IMPLEMENTASI PROGRAM LENTERA (LITERASI DAN NUMERASI MENGOPTIMALKAN KREATIVITAS SISWA) PADA SISWA KELAS 5 SDN 1 MULYOAGUNG DAU MALANG

Literacy and numeracy are essential basic competencies that support students' critical and creative thinking skills in the 21st century. Good reading skills enable students to understand information critically, while numeracy skills help students think logically and solve problems in everyday life. However, in practice, there are still students who have difficulty understanding reading content and solving story-based numeracy problems. This condition shows the need for learning innovations that not only focus on cognitive aspects but also develop students' creativity through contextual and meaningful activities. Therefore, this study aims to describe the implementation of the LENTERA Program (Literacy and Numeracy Optimizing Student Creativity) in fifth-grade students at SDN 1 Mulyoagung Dau Malang and identify the supporting and inhibiting factors in its implementation.
This study used a qualitative approach with a case study research design. The research subjects included the principal, fifth-grade teachers, and 25 fifth-grade students. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis used the Miles, Huberman, and Saldana model, which included data condensation, data presentation, and conclusion drawing.
The results showed that the LENTERA Program was implemented through reading habits, story-based numeracy activities, and creative projects such as making miniature cars and ecoprint batik. These activities integrated literacy and numeracy in an applicable way, encouraging students to think critically, logically, and creatively. This program has been proven to not only improve students' reading comprehension and numeracy skills, but also provide space for students to express their ideas through their work. Supporting factors include school policy support, provision of facilities and infrastructure, active role of teachers, and student enthusiasm. Meanwhile, inhibiting factors include limited implementation time, limited book collection, and differences in students' abilities to understand the material.