Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Literasi Matematis Siswa SMP

Abstract

This study aimed to determine the differences in mathematical literacy skills between students taught using the Problem Based Learning (PBL) model and the Direct Instruction model, and to examine the effect of the Problem Based Learning model on students’ mathematical literacy skills in algebraic expressions in the experimental class. This study employed a quasi-experimental method with a Nonequivalent Control Group Design. The research subjects were seventh-grade students of SMP Negeri 2 Kalibaru. The research sample was selected using purposive sampling, consisting of one experimental class and one control class. The experimental class was taught using the Problem Based Learning model, while the control class was taught using the Direct Instruction model. The research instrument was a mathematical literacy skills test in the form of essay questions. Data were collected through pretest and posttest. The results of the analysis showed that there was a significant difference in students’ mathematical literacy skills between the experimental class and the control class based on the results of the Independent Sample t-Test, with a significance value (Sig. 2-tailed) of 0.000 < 0.05. In addition, the results of the Paired Sample t-Test, with a significance value (Sig. 2-tailed) of 0.000 < 0.05, indicated that the application of the Problem Based Learning model had a significant effect on students’ mathematical literacy skills in algebraic expressions in the experimental class. These findings indicate that the Problem Based Learning model can be an alternative learning model to support the development of students’ mathematical literacy skills, particularly in understanding, applying, and interpreting mathematical concepts in contextual problems.