Peningkatan Kemampuan Numerasi Siswa Melalui Model Problem-Based Learning Pada Pembelajaran Matematika

Dessy Ayu Artika, Sukarno Sukarno, Sandra Bayu Kurniawan

Abstract

The low numeracy skills of students in the material of subtraction of whole numbers in grade III of SD Negeri Pabelan 02 Kartasura is the background of this research, which is caused by learning that is still teacher-centered and students' difficulties in understanding borrowing techniques and story problems. This two-cycle Classroom Action Research (CAR) aims to describe the application of the Problem-Based Learning (PBL) model in improving students' numeracy skills. The research subjects involved 36 grade III students of the 2025/2026 academic year. Data were collected through tests, observations, interviews, and documentation, which were then validated by triangulation of sources and techniques, then analyzed qualitatively (Miles and Huberman model) and quantitatively. The results of the study showed a significant increase in numeracy skills, where the class average score increased from 74 in the pre-cycle, to 76.69 in cycle I, and reached 82.08 in cycle II. In line with that, the percentage of classical learning completion jumped from 63.89% in the pre-cycle, increasing to 80.56% in the first cycle, and reaching 88.89% in the second cycle, which means it has exceeded the success indicator of 80%. The implications of this study indicate that the application of a contextual problem-based learning model can increase students' active involvement and numeracy skills, so it can be used as a recommendation for an innovative mathematics learning strategy for teachers in elementary schools.

References

Asrulla, Risnita, Jailani, M. S., & Jeka, F. (2023). Populasi dan Sampling ( Kuantitatif ), Serta Pemilihan Informan Kunci ( Kualitatif ) dalam Pendekatan Praktis. Jurnal Pendidikan Tambusai, 7(3), 26320–26332.

Candra, E., & Utaminingsih, S. (2025). PENINGKATAN KEMAMPUAN NUMERASI MENGGUNAKAN MODEL PROBLEM PENDAHULUAN. 9(2), 266–274.

Di, K., Dasar, S., & Triyani, S. (2025). MELALUI SOAL MODEL PISA BERBASIS KONTEKS. 15(44), 196–211.

Kemmis, S., McTaggart, R., & Nixon, R. (n.d.). No Title.

Kurniawan, S. B., & Maret, U. S. (2025). THE EFFECT OF PROJECT-BASED LEARNING MODEL AND INDEPENDENCE ON CREATIVE THINKING SKILLS. 2022, 80–86.

Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis: A Methods Sourcebook (3 rd). Sage Publications.

Nur Noppitasari, Riyadi, T. and Budhiarto (2023) ‘Implementasi profil pelajar pancasila dimensi gotong royong dalam pembelajaran matematika kelas IV di sekolah dasar’, Didaktika Dwija Indria, 11(6), p. 13. https://doi.org/DOI: https://doi.org/10.20961/ddi.v11i6.77729.

Piaget, J. (1972). The Psychology of the Child. New York: Basic Books.

Permatasari, B. D., & Info, A. (2019). The influence of problem based learning towards social science learning outcomes viewed from learning interest. 8(1), 39–46. https://doi.org/10.11591/ijere.v8.i1.pp39-46

Prihatin, Y., & Sari, R. H. (2020). Strategi Membaca Pemahaman. CV. Pustaka Djati.

Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Journal of Experimental Child Early literacy and early numeracy : The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658. https://doi.org/10.1016/j.jecp.2011.07.004

R. A. Nugraha, Riyadi, and L. Lestari, “Penggunaan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Untuk Meningkatkan Kemampuan Menyelesaikan Soal Cerita Matematika Materi Pecahan Pada Siswa Kelas V Sekolah Dasar,” J. Pendidik. Indones. J. Ilm. Pendidik., vol. 5, no. 1, pp. 42–51, 2019, [Online]. Available: https://jurnal.uns.ac.id/jpi/article/view/46292/29112

Riyadi, R., Kamsiyati, S., Kurniawan, S. B., Surya, A., & Nikmaturrohmah, P. (2021). A Preliminary Investigation of Elementary School Teachers ’ Abilities on Numeracy Literacy. In Proceedings of the 4th International Conference on Learning Innovation and Quality Education, 147, 1–3. https://doi.org/https://doi.org/10.1145/3516875.3517006

Sage, K., Piazzini, M., Downey, J. C., & Ewing, S. (2023). Flip It or Click It: Equivalent Learning of Vocabulary From Paper, Laptop, and Smartphone Flashcards. Journal of Educational Technology Systems, 49(2), 145–169. https://doi.org/10.1177/0047239520943647

Surya 2023 Findings and Implications of Social Emotional Learning (SEL) in PaternalisticCulture in Elementary Schools: A Systematic Literature Review Pegem Journal of Educationand Instruction 13(3)

Syavira, V. F., & Novtiar, C. (2021). Analisis kesalahan pemecahan masalah matematis siswa dalam menyelesaiakan soal operasi hitung campuran bilangan cacah dan pecahan. JPMI (Jurnal Pembelajaran Matematika Inovatif), 4 No 6. https://doi.org/10.22460/jpmi.v4i6.1671-1678

Tri Yuda Bekti Pamungkas, Karsono, F.P.A. (2019) ‘Peningkatan pemahaman konsep perjuangan mempertahankan kemerdekaan Indonesia melalui model pembelajaran kooperatif tipe group investigation kelas V sekolah dasar’, Didaktika Dwija Indria, 7(8), pp. 25–30. https://doi.org/10.20961/ddi.v7i8.34222.

Wahyuni, S. D., Wakhyudin, H., & Nursyahidah, F. (2024). Menumbuhkan Literasi Numerasi Melalui Model PBL Berbantu Media Papan Berpaku. 4, 16093–16100.

Wardhani, N. W. (2023). The Effectiveness of Distance Learning for Elementary School. Proceedings of the 5th Progressive and Fun Education International Conference (PFEIC 2022), 479(Pfeic), 114–119. https://doi.org/10.2991/assehr.k.201015.018

Widiastuti, T. A., Atmojo, I. R. W., & Saputri, D. Y. (2021). Profil keterampilan berpikir kreatif peserta didik dalam pembelajaran ipa kelas v di sekolah dasar. Didaktika Dwija Indria, 9(3), 35-40

DOI: https://doi.org/10.20961/ddi.v14i6.125301

Refbacks

  • There are currently no refbacks.