Electronic Theses and Dissertation

Nanda Sovia. (2026). Kemampuan Numerasi Siswa melalui Model Problem
Based Learning pada Materi Bangun Ruang di Kelas VIII SMP Negeri 2 Mesjid
Raya. [Skripsi. Universitas Syiah Kuala]. Di bawah bimbingan Dr. Usman, S.Pd.,
M.Pd., dan Dewi Annisa, S.Pd., M.Pd.

Kemampuan numerasi merupakan keterampilan fundamental yang dibutuhkan
siswa untuk mengaplikasikan konsep bilangan dan operasi hitung dalam
kehidupan sehari-hari serta menginterpretasi informasi kuantitatif. Hasil observasi
awal di SMP Negeri 2 Mesjid Raya menunjukkan bahwa kemampuan numerasi
siswa masih tergolong rendah, khususnya pada materi bangun ruang sisi datar.
Penelitian ini bertujuan untuk: (1) mengetahui peningkatan kemampuan numerasi
siswa melalui model Problem Based Learning (PBL) pada materi bangun ruang
sisi datar, dan (2) mengetahui perkembangan kemampuan numerasi siswa setelah
penerapan model PBL. Penelitian ini menggunakan pendekatan mixed method
dengan desain sequential explanatory. Subjek penelitian adalah siswa kelas VIII-1
SMP Negeri 2 Mesjid Raya yang berjumlah 20 orang, dipilih melalui teknik
purposive sampling. Pengumpulan data dilakukan melalui tes (pretest dan
posttest) kemampuan numerasi berbentuk esai sebanyak empat butir soal,
wawancara semi terstruktur, observasi, dan dokumentasi. Analisis data kuantitatif
menggunakan uji Wilcoxon dan uji N-Gain, sedangkan data kualitatif dianalisis
melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian
menunjukkan bahwa terdapat peningkatan kemampuan numerasi siswa setelah
penerapan model PBL, dibuktikan dengan nilai Asymp. Sig. (2-tailed) sebesar
0,002 (< 0,05) yang berarti terdapat perbedaan signifikan antara skor pretest dan
posttest. Rata-rata nilai pretest sebesar 7,7 meningkat menjadi 17,7 pada posttest.
Namun, berdasarkan uji N-Gain diperoleh rata-rata skor sebesar 0,1182 yang
termasuk dalam kategori rendah. Perkembangan kemampuan numerasi siswa
menunjukkan hasil yang bervariasi berdasarkan tingkat kemampuan. Secara
kualitatif, perkembangan kemampuan numerasi siswa menunjukkan variasi yang
signifikan berdasarkan tingkat kemampuan awal, di mana siswa berkemampuan
tinggi mampu mengintegrasikan seluruh indikator numerasi secara optimal,
sementara siswa berkemampuan rendah masih mengalami hambatan pada
kemampuan matematika dasar. Meskipun model PBL terbukti memberikan
dampak signifikan secara statistik, peningkatannya masih tergolong rendah
sehingga disarankan agar penerapan model PBL dilakukan dalam durasi yang
lebih panjang dan disertai dengan penguatan kemampuan matematika dasar siswa
agar peningkatan numerasi dapat tercapai secara optimal.

Kata Kunci: Bangun Ruang Sisi Datar, Kemampuan Numerasi, Problem
Based Learning (PBL).

Nanda Sovia. (2026). Students' Numeracy Skills through the Problem Based Learning Model on Solid Geometry Material in Class VIII of SMP Negeri 2 Mesjid Raya. [Skripsi. Universitas Syiah Kuala]. Under the direction of Dr. Usman, S.Pd., M.Pd., and Dewi Annisa, S.Pd., M.Pd. Numeracy skills are fundamental abilities needed by students to apply number concepts and arithmetic operations in daily life and to interpret quantitative information. Initial observation results at SMP Negeri 2 Mesjid Raya indicated that students' numeracy skills were still relatively low, particularly in solid geometry material. This study aims to: (1) determine the improvement of students' numeracy skills through the Problem Based Learning (PBL) model on solid geometry material, and (2) understand the development of students' numeracy skills after implementing the PBL model. This research employed a mixed method approach with a sequential explanatory design. The research subjects were 20 students from class VIII-1 at SMP Negeri 2 Mesjid Raya, selected through purposive sampling technique. Data collection was conducted through numeracy skills tests (pretest and posttest) consisting of four essay questions, semi structured interviews, observation, and documentation. Quantitative data analysis used the Wilcoxon test and N-Gain test, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed an improvement in students' numeracy skills after implementing the PBL model, evidenced by an Asymp. Sig. (2-tailed) value of 0.002 (< 0.05), indicating a significant difference between pretest and posttest scores. The average pretest score of 7.7 increased to 17.7 in the posttest. However, based on the N-Gain test, the average score was 0.1182, which falls into the low category. The development of students' numeracy skills showed varied results based on ability levels. Qualitatively, the development of students' numeracy skills showed significant variation based on initial ability levels, where high-ability students were able to integrate all numeracy indicators optimally, while low-ability students still experienced obstacles in basic mathematical skillsAlthough the PBL model proved to have a statistically significant impact, its effectiveness was still relatively low. Therefore, it is recommended that the implementation of the PBL model be carried out over a longer duration and accompanied by strengthening students' basic mathematical skills so that numeracy improvement can be achieved optimally. Keywords: Numeracy Skills, Problem Based Learning (PBL), Solid Geometry