The Influence of the Problem-Based Learning Model on the Numeracy Skills of Students SDN 2 Bugel

Abstract

The core of mathematical proficiency lies in students' ability to analyze, reason, formulate, solve, and interpret mathematical problems in various forms and contexts. Teaching mathematics in elementary school is not easy, with educators facing numerous obstacles and challenges. This is especially true for instruction that supports numeracy skills and has contextual benefits for solving real-life problems. The goal of this study was to evaluate the impact of a problem-based learning model on the mathematical and numerical skills of sixth-grade students at SDN 2 Bugel Jepara. The study employed a quasi-experimental method and a quantitative survey method, using a pre-test and post-test group design. The analysis in this study included descriptive statistics and inferential statistical analysis. Descriptive statistics were used for the initial data analysis, revealing that before the implementation of the problem-based learning model at SDN 2 Bugel Jepara, 24% of students performed in the low category, and 76% performed in the moderate or achieved category. However, after implementing the problem-based learning model, there was a significant improvement in student performance. The proportion of students in the moderate category increased by 20%, while the proportion in the high category increased by 80%. The results of the inferential statistical analysis using a paired sample T-test showed that the significance value was greater than 0.05. This indicates that the application of the problem-based learning model had a positive impact on students' mathematical and numerical abilities after statistical testing. Therefore, it can be concluded that the influence of the problem-based learning model in SDN 2 Bugel Jepara Class VI has a positive impact on students' mathematical and numerical skills.