Abstract :

This research and development study aimed to develop, validate, and determine the effectiveness of differentiated learning materials in Outdoor Learning Mathematics (OLM) for enhancing students’ numeracy skills. Following the 4D development model (Define, Design, Develop, and Disseminate), the research meticulously crafted a learning module, Student Worksheets (LKPD), and a numeracy skills test package tailored for seventh-grade students. The materials underwent rigorous validation by expert lecturers and teachers, confirming their validity with all components achieving a ‘Valid’ category (Va ≥ 3). Their practicality was established through classroom observations, demonstrating an average implementation score of 83.37% (‘Good’ category). The effectiveness was primarily assessed via a quasi-experimental design involving an experimental class (n=29) and a control class (n=27) at SMP Nahdlatuth Thalabah Kesilir Wuluhan. Although pre-test and post-test data were not normally distributed (Shapiro-Wilk Sig. < 0.05), their variances were homogeneous (Levene’s Sig. ≥0.05 for “Based on Mean”). A Mann-Whitney U test revealed a significant difference in post-test numeracy skills between the experimental and control classes (Asymp. Sig. (2-tailed) = 0.009, p < 0.05), indicating a positive influence of the developed materials. The experimental class also showed higher classical mastery (75%) and a greater proportion of students reaching ‘proficient’ numeracy levels. These findings suggest that the differentiated OLM materials are highly effective in improving students’ numeracy skills through contextual and engaging problem-based learning experiences.

---

Keywords :

Differentiated learning, Numeracy Skills, Outdoor Learning Mathematics.

---

References :

1. (2023). PISA 2022 Results: The State of Education and Learning around the World. OECD Publishing.
2. Pambudi, D.S. (2022). The Effect of Outdoor Learning Method on Elementary Students’ motivation and Achievement in Geometry. International Journal of Intruction, 15(1), 747-764.
3. Almulla, M. A. (2020). The Effectiveness of Project-Based Learning in Developing Students’ Critical Thinking Skills: A Comparative Study. International Journal of Instruction, 13(3), 857-872.
4. Fidan, M., & Tuncel, M. (2019). Integrating Augmented Reality into Problem Based Learning: The Effects on Learning Achievement and Attitude in Physics Education. Computers and Education, 142, 1–19. https://doi.org/10.1016/j.compedu.2019.103635.
5. Ratnasari, D. (2020). Outdoor Learning terhadap Literasi Numerasi Anak Usia Dini. ThufuLA:Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 9(2), 182-192.
6. Ratnasari, D. (2021). The Effectiveness of Outdoor Learning in Improving Numeracy Skills of Elementary School Students. Journal of Primary Education, 10(1), 60-68.
7. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
8. Santrock, J. W. (2011). Educational Psychology (5th ed.). McGraw-Hill Education.
9. Fauzi, I., Susanti, E., & Handayani, D. (2024). Implementasi Pembelajaran Berdiferensiasi dalam Meningkatkan Minat dan Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan Dasar FIP UNP, 5(1), 12-21.
10. Marshel, N., & Ratnawulan, S. (2020). Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Masalah pada Materi Sistem Persamaan Linear Dua Variabel. Jurnal Edukasi Matematika dan Sains, 8(1), 1-10.
11. Novitasari, D., Subali, B., & Pujiastuti, Y. (2022). Pengembangan LKPD Berbasis Problem Based Learning (PBL) pada Materi Bilangan untuk Meningkatkan Hasil Belajar Siswa. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 10(2), 167-176.
12. Melawati, S., Widiada, I. K., & Sujana, I. W. (2022). Implementasi LKPD Berbasis Contextual Teaching and Learning untuk Meningkatkan Kemandirian Belajar Siswa. Jurnal Pembelajaran dan Inovasi Pendidikan, 3(2), 101-110.
13. Kurnia, Y., Sugianto, B., & Permana, I. (2022). Efektivitas Pembelajaran Berdiferensiasi dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika. Jurnal Pendidikan Matematika, 11(1), 23-34.
14. Fitriyah, L., & Azizah, F. N. (2021). Pembelajaran Berdiferensiasi untuk Mengatasi Keberagaman Siswa dalam Pembelajaran Matematika. Jurnal Pendidikan Dasar, 4(2), 123-132.
15. Setiawan, D., & Haryani, E. (2023). Pengaruh Pembelajaran Outdoor Terhadap Pemahaman Konsep Matematika Siswa. Jurnal Pendidikan Matematika, 12(1), 45-56.
16. Rohmah, I., & Pratiwi, H. (2020). Pengembangan Literasi Numerik Melalui Eksplorasi Lingkungan Luar Kelas. Jurnal Pendidikan Sains Indonesia, 8(2), 89-98.
17. Sari, Y. D., & Susilawati, E. (2024). Pembelajaran Kontekstual Berbasis Pengalaman untuk Meningkatkan Pemahaman Konsep Matematika Siswa. Jurnal Ilmiah Pendidikan Matematika, 13(1), 1-10.
18. Indrawati, A., & Nugraha, A. (2021). Pembelajaran Berbasis Pengalaman dalam Meningkatkan Kemampuan Numerasi Siswa. Jurnal Pendidikan Sains Matematika, 9(2), 112-120.
19. (2021). Metodologi Penelitian Pengembangan Pendidikan: Teori dan Implementasi. Jember University Press.
20. Hobri, S. B., Susanti, E., & Setiawan, I. (2020). Desain Pembelajaran Matematika Berbasis Kurikulum 2013. UMP Press.
21. (2017). Konsep Literasi Numerasi. Kementerian Pendidikan dan Kebudayaan.
22. Syawardhan, A., & Noer, S. H. (2022). Peningkatan Kemampuan Numerasi Melalui Pendekatan Outdoor Learning pada Siswa Sekolah Dasar. Jurnal Pendidikan Guru Sekolah Dasar, 11(1), 89-98.
23. Asiyah, H. (2023). Pembelajaran Berdiferensiasi dalam Meningkatkan Kemampuan Numerasi Siswa. Jurnal Ilmiah Guru dan Pembelajaran, 7(1), 1-10.