Articles

Development of Learning Tools Based on the Outdoor Learning Mathematics Project Model on Social Arithmetic Topics to Improve Students’ Numeracy Skills

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Numeracy is one of the essential competencies that students need to solve mathematical problems in real-life situations. However, many junior high school students still experience difficulties in applying mathematical concepts to contextual problems because classroom instruction is predominantly teacher-centered and less connected to authentic learning experiences. Therefore, innovative learning devices integrating the Outdoor Learning Mathematics Project (OLMP) model are needed to promote meaningful learning and improve students’ numeracy skills. This study aimed to develop OLMP-based learning devices on Social Arithmetic material that are valid, practical, and effective in improving junior high school students’ numeracy skills. This research employed a Research and Development (R&D) approach using the modified Four-D (4D) model consisting of the Define, Design, Develop, and Disseminate stages. The developed products included teaching modules, student worksheets (LKPD), numeracy test instruments, and a teacher guidebook. The subjects consisted of Grade VII students of SMP Argopuro Panti, Jember. Data were collected through expert validation, classroom observations, questionnaires, interviews, and pretest–posttest numeracy tests. Data analysis included validity, practicality, effectiveness, N-Gain, normality, and independent sample t-test analyses. The developed learning devices achieved a validity score above 3.75 (very valid), a practicality level of 96.5%, and positive responses from students (97%). Students’ learning activities reached 92%, while classical numeracy mastery achieved 86%. Furthermore, the independent sample t-test revealed a significant difference between the experimental and control groups (p < 0.05), indicating that the OLMP model significantly improved students’ numeracy skills. The OLMP-based learning devices are valid, practical, and effective for mathematics instruction on Social Arithmetic and significantly enhance junior high school students’ numeracy skills through authentic outdoor learning experiences.

Boosting Numeracy Through Differentiated Outdoor Learning in Mathematics: A Learning Material Development Study

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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.