EFEKTIVITAS MODEL PROJECT-BASED LEARNING TERINTEGRASI STEM TERHADAP LITERASI NUMERASI SISWA PADA MATERI BANGUN RUANG DI SDN 035 TEMBILAHAN
DOI: https://doi.org/10.30605/sjsbjd53
project-based learning, STEM, literasi numerasi, sekolah dasar
Abstract
Penelitian ini bertujuan menganalisis efektivitas model Project-Based Learning yang terintegrasi Science, Technology, Engineering, and Mathematics (PjBL-STEM) terhadap literasi numerasi siswa sekolah dasar pada materi bangun ruang. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe nonequivalent control group pretest-posttest. Sampel penelitian terdiri atas 60 siswa kelas V SDN 035 Tembilahan yang terbagi menjadi kelompok eksperimen (n = 30) dan kelompok kontrol (n = 30). Kelompok eksperimen mengikuti pembelajaran menggunakan model PjBL-STEM berbasis proyek bangun ruang, sedangkan kelompok kontrol memperoleh pembelajaran konvensional. Data dikumpulkan melalui tes literasi numerasi yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan statistik deskriptif, N-gain, dan Analysis of Covariance (ANCOVA) dengan mengendalikan skor pretest. Hasil penelitian menunjukkan bahwa rata-rata skor posttest kelompok eksperimen (M = 82,13; SD = 6,02) lebih tinggi dibandingkan kelompok kontrol (M = 70,73; SD = 5,98). Rata-rata N-gain kelompok eksperimen (0,662) juga lebih tinggi daripada kelompok kontrol (0,488). Hasil ANCOVA menunjukkan bahwa model PjBL-STEM memberikan pengaruh yang signifikan terhadap literasi numerasi siswa setelah skor pretest dikendalikan, dengan nilai F(1,57) = 46,681, p < 0,001, dan partial eta squared = 0,450 yang menunjukkan ukuran efek besar. Analisis capaian indikator pada kelompok eksperimen memperlihatkan seluruh indikator literasi numerasi berada pada kategori sangat baik, dengan capaian tertinggi pada indikator penyelesaian masalah kontekstual bangun ruang (83,33%) dan terendah pada indikator identifikasi unsur serta sifat bangun ruang (81,00%). Temuan ini menunjukkan bahwa penerapan PjBL-STEM efektif meningkatkan literasi numerasi siswa, khususnya dalam memahami konsep bangun ruang dan menyelesaikan permasalahan matematika kontekstual.
Downloads
References
Abdoeloh, R., & Suryana, Y. (2023). Asesmen Kompetensi Minimum Numerasi di Sekolah Dasar. PEDADIDAKTIKA: Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar.
Aprilia, D., & Wardana, M. D. K. (2024). Pengembangan modul pembelajaran berbasis literasi numerasi di kelas II sekolah dasar pada Kurikulum Merdeka. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), 15. https://doi.org/10.47134/pgsd.v1i3.404
Asnaria, A., Abdullah, U., & Juhana, J. (2026). The effect of the implementation of project-based learning model on improving literacy and numeracy of grade V elementary school students. Journal of Social Work and Science Education, 7(2), 892-913. https://doi.org/10.52690/jswse.v7i2.1419
Ferdiani, R. D. (2024). Implementation of digital modules in STEM - Project Based Learning to improve literacy and numeracy of middle school students. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 8(3). https://doi.org/10.31331/medivesveteran.v8i3.3126
Izzah, N., & Mulyana, V. (2021). Meta analisis pengaruh integrasi pendidikan STEM dalam model Project Based Learning terhadap hasil belajar siswa. Jurnal Penelitian Pembelajaran Fisika, 7(1), 65-76. https://doi.org/10.24036/jppf.v7i1.111853
Kementerian Pendidikan dan Kebudayaan. (2021). Modul belajar literasi dan numerasi jenjang SD: Modul pendamping bagi guru. Repositori Institusi Kementerian Pendidikan dan Kebudayaan.
Kementerian Pendidikan Dasar dan Menengah. (2025). Jumlah anak yang mencapai standar kompetensi minimal asesmen kompetensi pada aspek numerasi: Semua wilayah, 2024, semua jenjang. Portal Data Kemendikdasmen.
Kwon, H., & Lee, Y. (2025). A meta-analysis of STEM project-based learning on creativity. STEM Education, 5(2), 275-290. https://doi.org/10.3934/steme.2025014
OECD. (2023). PISA 2022 results (Volume I and II) - Country notes: Indonesia. OECD Publishing.
Ranak, L., Rustam, R., & Ero, P. E. L. (2023). Evaluation and effects of STEAM-PBL on mathematics interest and numeracy skills on elementary school. Jurnal Riset Pendidikan Matematika, 10(2), 199-210. https://doi.org/10.21831/jrpm.v10i2.67251
Rona, Festiyed, & Yerimadesi. (2025). Meta analysis of the effect of the Project Based Learning model on students' critical thinking ability in elementary school science learning. International Journal of Education and Teaching Zone, 4(2), 182-194. https://doi.org/10.57092/ijetz.v4i2.423
Rusnilawati, R., Ali, S. R. B., Hanapi, M. H. M., Sutama, S., & Rahman, F. (2023). The implementation of flipped learning model and STEM approach in elementary education: A systematic literature review. European Journal of Educational Research, 12(4), 1795-1814. https://doi.org/10.12973/eu-jer.12.4.1795
Supianti, I. I., Yaniawati, P., Bonyah, E., Hasbiah, A. W., & Rozalini, N. (2025). STEAM approach in project-based learning to develop mathematical literacy and students' character. Infinity Journal, 14(2), 283-302. https://doi.org/10.22460/infinity.v14i2.p283-302
Surmilasari, N., Marini, & Usman, H. (2022). Creative thinking with STEM-based project-based learning model in elementary mathematics learning. Jurnal Pendidikan Dasar Nusantara, 7(2), 434-444. https://doi.org/10.29407/jpdn.v7i2.17002
Susanta, A., Susanto, E., Stiadi, E., & Rusnilawati. (2023). Mathematical literacy skills for elementary school students: A comparative study between interactive STEM learning and paper-and-pencil STEM learning. European Journal of Educational Research, 12(4), 1569-1582. https://doi.org/10.12973/eu-jer.12.4.1569
Wiratman, A., Bungawati, B., & Rahmadani, E. (2023). Project-Based Learning integrated with Science, Technology, Engineering, and Mathematics (STEM) to the critical thinking skills of students in elementary school. SITTAH: Journal of Primary Education, 4(2), 167-180. https://doi.org/10.30762/sittah.v4i2.1828
Wiryanto. (2023). Identifikasi kebutuhan literasi numerasi di sekolah dasar. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 6(7), 5232-5237.
Yestina, R., Ratnaningsih, N., Rahayu, D. V., & Ni'mah, K. (2024). Meta-analysis: The effect of Project-Based Learning toward mathematical concepts understanding in term of learning media utilization. Edumatika: Jurnal Riset Pendidikan Matematika, 7(1), 14-30. https://doi.org/10.32939/ejrpm.v7i1.3514
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, Article 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Erma Susanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
