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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.

Development of Differentiated Learning Planning in the Outdoor Learning Mathematics Project

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The process of developing differentiated learning plans for this outdoor learning mathematics project follows the 4D model, which includes four main stages: define, design, develop, and disseminate. Each stage has a specific set of steps. The need for differentiated learning plans integrated with the outdoor learning mathematics project can be used in the mathematics learning process for statistics. This learning plan can be used as a solution as a guide in the learning process and is tailored to the characteristics of students at the school. Differentiated learning in the outdoor learning mathematics project can improve pretest and posttest results in both control and experimental classes, especially in mathematics. The final stage, dissemination, was carried out both offline at SMP Islam Kunir and the Mathematics MGMP of public and private junior high schools in Lumajang Regency, as well as online. Online dissemination was carried out by uploading Google Sites links to various popular social media platforms such as TikTok, Instagram, and Facebook, ensuring that this learning tool is widely accessible to other teachers who need it.