Efforts to support the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 (SDG 4): Quality Education, continue to be realized through various teaching practices in schools. One such initiative was carried out by Fifi Alfianita, a student in the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), participating in the Educational Teaching Practicum (PK), through a mathematics learning activity at SMP Negeri 6 Yogyakarta.

SMP Negeri 6 Yogyakarta regularly implements literacy and numeracy routines as part of its efforts to foster a learning culture among students. These activities take place before lessons begin. On Tuesdays, students participate in literacy activities by reading books, while Wednesdays are dedicated to numeracy literacy activities. These routines are part of the school's efforts to provide learning experiences that encourage students to develop reading habits, comprehend information, work with data and numbers, and think logically and systematically.

The development of literacy and numeracy skills was then integrated into mathematics instruction for Grade VIII D students through a lesson on probability conducted by Fifi Alfianita. During the lesson, students were encouraged to understand probability concepts through various situations involving the likelihood of events occurring. The topics covered included the probability of two events and expected frequency.

The probability lesson was designed not only to develop students' ability to apply formulas but also to provide opportunities for them to strengthen their literacy and numeracy skills in an integrated manner. Students practiced reading and interpreting problem statements, identifying relevant data, performing calculations, analyzing the likelihood of events, and drawing conclusions based on their findings.

The connection between literacy, numeracy, and mathematics learning demonstrates the important role of numeracy in helping students interpret information and make data-informed decisions. By using probability as the learning context, mathematical concepts can be connected to situations that are more familiar to students in their everyday lives, enabling them to gain relevant and meaningful learning experiences.

This activity also aligns with the spirit of SDG 4, which emphasizes the provision of quality education and learning opportunities that support the development of students' competencies. Strengthening literacy and numeracy is an essential part of equipping students with the skills they need to learn, solve problems, and participate effectively in everyday life.

For Fifi Alfianita, as a UNY Mathematics Education student teacher participating in the Educational Teaching Practicum, involvement in classroom instruction provided an opportunity to apply pedagogical and professional competencies directly. This experience enabled her to develop her skills in designing and implementing mathematics lessons that focus not only on mastering subject content but also on fostering students' literacy and numeracy development.

Through the synergy between the school's literacy and numeracy routines and classroom mathematics instruction, the continued development of literacy and numeracy skills is expected to be sustained. This practice represents one of the contributions made by UNY Mathematics Education students toward creating quality learning experiences and supporting the achievement of SDG 4: Quality Education.