The problems faced by two private schools that have almost the same characteristics, namely SDK Girisonta and SDK Genuk, are implementing distance learning and limited face-to-face learning during the COVID-19 pandemic and preparing AKM (minimum competency assessment) including literacy and numeracy skills. The solution to overcome these problems is blended learning training and mentoring centered on literacy and numeracy skills. The method of implementing the Participatory Action and Learning System method includes awareness, capacity building, mentoring and institutionalization. Teachers' knowledge of blended learning, literacy and numeracy reaches 78 in the good category so they are ready to plan and implement. Learning tools with blended learning and focusing on literacy and numeracy, teachers design and implement them in the classroom during distance learning. Reflection on the results of implementation assistance shows that it is very successful in blended learning (92%), successful in focusing on literacy (81%) and less successful in focusing on numeracy (47%). The suggestion from this community service activity is that the success of blended learning is influenced by the readiness of schools, teachers, parents and students, so good communication and awareness of all parties are needed. Through a variety of electronic learning resources and online games that focus on literacy and numeracy, students accompanied by teachers and parents can learn optimally to develop their potential.
Permasalahan yang dihadapi dua sekolah swasta dan memiliki karakteristik hampir sama, yaitu SDK Girisonta dan SDK Genuk adalah pelaksanana pembelajaran jarak jauh dan tatap muka terbatas di masa pendemi covid-19 dan mempersiapkan AKM (aseesment kompetensi minimum) meliputi kemampuan literasi dan numerasi. Solusi untuk mengatasi permasalah tersebut adalah pelatihan dan pendampingan blended learning berpusat pada kemampuan literasi dan numerasi. Metode pelaksanaan metode Parcipatory Action and Learnig System meliputi penyadaran, pengkapasitasan, pendampingan dan pelembagaan. Pengetahuan guru terhadap blended learning, literasi dan numerasi mencapai 78 masuk pada kategori baik sehingga siap untuk membuat perencanaan dan mengimplementasikan. Perangkat pembelajaran dengan blended learning dan berfokus pada literasi dan numerasi, para guru merancang dan mengimpelementasikannya di kelas pada saat pembelajaran jarak jauh. Refleksi hasil pendampingan implementasi menunjukkan sangat berhasil pada blended learning (92%), berhasil untuk focus literasi (81%) dan kurang berhasil untuk focus numerasi (47%). Saran dari kegiatan pengabdian ini adalah keberhasilan blended learning dipengaruhi oleh kesiapan sekolah, guru, orang tua dan siswa, maka diperlukan komunikasi yang baik dan kesadaran semua pihak. Melalui variasi sumber belajar eletronik dan permainan online yang berfokus pada literasi dan numerasi, siswa didampingi guru dan orang tua dapat belajar dengan optimal untuk mengembangkan potensinya
