Abstract :

This research seeks to examine the significant impact of applying the Problem Based Learning (PBL) model supported by Eco Fraction media on elementary school students’ numeracy literacy and problem-solving abilities in fraction topics. This research engaged 56 fourth-grade students from classes IV A and IV B at SDN Citrodiwangsan 02. The sample was selected through cluster random sampling, and the study adopted a quantitative quasi experimental approach using a non equivalent control group design. Data were collected using validated instruments measuring numeracy literacy and mathematical problem-solving abilities. The results of the independent samples t-test showed a significance level below 0.001 (p < 0.05), demonstrating a statistically meaningful difference between the experimental and control groups. The results indicate that students in the experimental group attained superior average posttest scores in numeracy literacy, with a mean of 75.36, compared to 60.54 in the control group. Likewise, the experimental group showed higher achievement in mathematical problem-solving skills, obtaining an average score of 78.07, whereas the control group recorded a mean score of 62.96. These results demonstrate that integrating the Problem-Based Learning (PBL) approach with concrete instructional media derived from recycled materials, such as Eco Fraction, effectively supports students in transforming abstract mathematical concepts into meaningful understanding, while enhancing critical thinking, mathematical reasoning, and contextual problem-solving skills in alignment with the cognitive development level of elementary school learners.

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Keywords :

Eco Fraction, Fractions, numeracy literacy, Problem based learning., problem-solving.

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