Strategic Management in Improving Literacy and Numeracy Skills of High School Students in Malinau Regency

Sendie Marista Frisellia; Maria Dominika Niron; La Robi

doi:10.63922/ijevss.v5i03.3713

Sendie Marista Frisellia Yogyakarta State University
Maria Dominika Niron Yogyakarta State University
La Robi Muhammadiyah University of Sorong

DOI: https://doi.org/10.63922/ijevss.v5i03.3713

Keywords: Strategic Management, Numeracy Literacy, Secondary School Learning

Abstract

This study aims to analyze the implementation of strategic management in improving students' literacy and numeracy skills at SMA Negeri 4 Malinau and SMA Negeri 14 Malinau, and to identify supporting and inhibiting factors. The study used a qualitative approach with data collection techniques in the form of interviews, observation, and documentation. Research informants included the principal, vice principal for curriculum, and teachers. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data collection, data reduction, data presentation, and drawing conclusions. The results showed that the implementation of strategic management was carried out through three main stages: planning, implementation, and evaluation and monitoring. In the planning stage, both schools conducted an analysis of student needs based on previous learning outcomes. In the implementation stage, strategies were implemented through the integration of literacy and numeracy across all subjects, reading habits, and the use of contextual learning. SMA Negeri 4 Malinau has advantages in more systematic facilities and programs, while SMA Negeri 14 Malinau emphasizes teacher creativity in dealing with limited resources. In the evaluation stage, both schools conducted periodic assessments to measure student progress and improve learning strategies. Supporting factors include principal commitment, teacher participation, and support from the school environment and parents. Meanwhile, inhibiting factors include limited facilities, access to technology, and differences in student abilities. This study concludes that systematic, adaptive, and collaborative strategic management plays a crucial role in sustainably improving students' literacy and numeracy skills.

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