Pengaruh Model Pembelajaran Problem Based Learning (PBL) Berbantuan KoMa (Komik Matematika) Terhadap Kemampuan Literasi Numerasi Siswa SMP
DOI:
10.29303/jm.v8i3.12204Published:
2026-09-29Downloads
Abstract
This study aimed to examine changes in numeracy literacy ability after the implementation of the Problem Based Learning (PBL) model assisted by KoMa (Mathematics Comics) in the form of a student worksheet (LKPD) among seventh-grade students at SMP Negeri 6 Tanjung Morawa. The study employed a quantitative pre-experimental method with a one-group pretest-posttest design. The population consisted of 99 seventh-grade students, while the sample was 33 students of class VII-2 selected purposively. Data were collected using a numeracy literacy essay test and a student response questionnaire. The test consisted of three essay items representing three numeracy literacy indicators: using numbers and mathematical symbols in everyday contexts, analyzing information presented in various representations, and interpreting analytical results to make predictions or decisions. Descriptive analysis showed that the mean pretest score was 9.03 (SD = 2.73) and the mean posttest score was 18.52 (SD = 5.91), with an average increase of 9.49 points. The normality test of the paired difference scores indicated normal distribution (Shapiro-Wilk, p = 0.135). A paired-samples t-test showed a statistically significant difference between pretest and posttest scores, t(32) = 11.359, p < 0.001. The largest improvement by indicator occurred in interpreting analytical results for prediction and decision making, followed by the use of numbers and symbols and analysis of information. The findings indicate that numeracy literacy ability increased after the PBL assisted by KoMa intervention; however, because the study used a single group without a comparison group, the result should not be interpreted as definitive causal evidence.
Keywords:
Problem Based Learning Mathematics Comics (KoMa) Numeracy Literacy Skills One-Group Pretest-PosttestReferences
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