Pengaruh Penerapan Model Problem Based Learning Terhadap Kemampuan Literasi Numerasi Siswa
DOI:
https://doi.org/10.30605/proximal.v9i2.9534Keywords:
Literacy, Numeracy, Discovery Learning, Problem-Based Learning, Quadratic FunctionsAbstract
Kemampuan literasi numerasi merupakan kompetensi penting dalam pembelajaran matematika, namun masih tergolong rendah sehingga diperlukan model pembelajaran yang mampu meningkatkan kemampuan tersebut. Rendahnya kemampuan ini antara lain disebabkan oleh pembelajaran yang masih berorientasi pada prosedur dan kurang memberikan kesempatan kepada siswa untuk menerapkan konsep matematika dalam permasalahan kontekstual. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem Based Learning (PBL) terhadap kemampuan literasi numerasi siswa pada materi fungsi kuadrat. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (Nonequivalent Control Group Design). Sampel penelitian terdiri atas kelas XI TAB B sebagai kelas eksperimen dan XI TAB A sebagai kelas kontrol di SMK Kristen Tagari Rantepao. Data diperoleh melalui tes pretest, posttest, dan lembar observasi keterlaksanaan pembelajaran, kemudian dianalisis menggunakan statistik deskriptif, ANCOVA, dan uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa rata-rata nilai kelas eksperimen meningkat dari 63,91 menjadi 82,83 dengan N-Gain 0,514 (kategori sedang), sedangkan kelas kontrol meningkat dari 71,00 menjadi 71,15 dengan N-Gain -0,137 (kategori rendah). Hasil ANCOVA dan effect size (Partial Eta Squared = 0,310) menunjukkan bahwa Problem Based Learning (PBL) memberikan pengaruh signifikan dengan kategori efek besar terhadap kemampuan literasi numerasi siswa. Dengan demikian, model Problem Based Learning (PBL) lebih berpengaruh dibandingkan Discovery Learning dalam meningkatkan kemampuan literasi numerasi siswa pada materi fungsi kuadrat. Oleh karena itu, guru diharapkan menerapkan PBL secara terstruktur dengan menggunakan masalah kontekstual yang relevan, memberikan scaffolding sesuai kebutuhan siswa, dan melakukan asesmen literasi numerasi secara berkelanjutan.References
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