Enhancing Junior High School Students’ Numeracy Literacy Through a Competency-Based Problem-Based Learning Model: Development and Implementation

Authors

  • Christa Voni Roulina Sinaga Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia, Indonesia
  • Apriani Sijabat Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia, Indonesia
  • Elisabet Pebrina Br.Ujung Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia, Indonesia
  • Arianto Munthe Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v17i3.7391

Keywords:

Learning Model, Problem-Based Learning, Numeracy Literacy

Abstract

The Minimum Competency Assessment (AKM) emphasizes the importance of numeracy literacy among students. In response, this study aims to develop a valid and practical problem-based learning (PBL) model to enhance numeracy skills in junior high school students, offering a reference framework for mathematics educators. A Research and Development (R&D) methodology was employed using the 4D model: Define, Design, Develop, and Disseminate. The research involved iterative trials to evaluate and refine the effectiveness of the proposed PBL model. The developed PBL model showed high validity and practicality. Students’ mathematical numeracy achievement reached 87.50% using the classical PBL approach. Additionally, average numeracy scores improved from 2.73 in Trial I to 3.05 in Trial II. Students demonstrated active engagement throughout the learning process, meeting criteria for effective learning as defined in the study. The results confirm that the PBL model effectively enhances students’ numeracy literacy and supports active learning. The novelty of this study lies in the validated and effective instructional device developed through a structured R&D process. The final model provides a practical tool for mathematics instruction in junior high schools, concluding the development cycle with promising implications for curriculum design and pedagogical practice.

Author Biographies

Christa Voni Roulina Sinaga, Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Apriani Sijabat, Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Elisabet Pebrina Br.Ujung, Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Arianto Munthe, Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

Faculty of Teacher Training and Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia

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Published

2025-08-22

How to Cite

Sinaga, C. V. R., Sijabat, A., Br.Ujung, E. P., & Munthe, A. (2025). Enhancing Junior High School Students’ Numeracy Literacy Through a Competency-Based Problem-Based Learning Model: Development and Implementation. AL-ISHLAH: Jurnal Pendidikan, 17(3), 3740–3754. https://doi.org/10.35445/alishlah.v17i3.7391

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Vol. 17 No. 3 (2025): SEPTEMBER 2025

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