Improving Students’ Numeracy Literacy Through Culturally Responsive Problem-Based Learning

This study aims to analyze the effectiveness of a culturally responsive Problem-Based Learning (PBL) model in improving numeracy literacy of students at the junior high-school (Indonesian: Sekolah Menengah Pertama [SMP]) level.The research design used was a quasi-experiment with a pretest-posttest control group approach.The research sample consisted of 50 seventh-grade students divided into two groups: the experimental class using the CRT-based PBL model and the control class using expository learning.The instruments used to collect data included numeracy literacy tests and observation sheets of learning activities.The results of data analysis showed a significant difference in numeracy literacy improvement between the experimental and control classes.The t test conducted on the N-Gain score between the two groups showed tcalculated = 6.235, greater than ttable = 2.011 at the significance level = 0.05.This finding indicates that the CRT-based PBL model effectively improves students' numeracy literacy, with the experimental group experiencing a significant increase compared to the control group.This study provides evidence that implementing a learning model sensitive to students' cultural context can support the development of numeracy literacy more effectively.