Articles

The Effect of The PBL Model Using Eco Fraction Media on Numeric Literacy and Problem Solving Skills in Fraction Material of Grade IV Students

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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.

Implementation of Transformative Learning to Improve Primary School Students’ Literacy and Numeration Skills in 8th Teaching Campus Program

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The literacy and numeracy program was the main program in implementation of 8th teaching campus at Alas Kembang 2 Bangkalan State Elementary School, East Java, Indonesia. Based on results of initial observations and pretests of the minimum competency assessment, the literacy and numeracy abilities of 5th students at the Alas Kembang 2 Bangkalan State Elementary School were low. This was because the learning process was not supported by student experience. Transformative learning through experience (experiential learning) was one solution to improve literacy and numeracy skills. This was because students will have different backgrounds, learning styles, motivations and needs and students will be motivated to learn if what they learn can be applied immediately. The aim of this research was to describe the improvement in literacy and numeracy skills of 5th students through implementation of transformative learning at the Alas Kembang 2 Bangkalan State Elementary School. Data analysis was carried out using percentages. If the posttest results of the Minimum Competency Assessment were greater than the posttest results of the Minimum Competency Assessment, then the student’s literacy and numeracy skills were increase. The results of this research show that transformative learning through experience (experiential learning) can improve the literacy and numeracy skills of 5th students at the Alas Kembang 2 Bangkalan State Elementary School. This learning can be used as input for teachers in developing elementary school students’ literacy and numeracy skills.