Electronic Theses and Dissertation

ABSTRAK
Alifah Aqila. (2026). Penerapan Problem-Based Learning (PBL) dengan Konteks Finansial untuk Meningkatkan Kemampuan Literasi Numerasi dan Self-Confidence Siswa SMA [Tesis. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Usman, S.Pd., M.Pd. dan Dr. Elizar, S.Pd., M. Ed (MT).

Kemampuan literasi numerasi merupakan keterampilan penting dalam memahami dan menerapkan konsep matematika secara kontekstual. Namun, kemampuan literasi numerasi dan self-confidence siswa di SMAN 1 Jangka masih tergolong rendah. Model Problem-Based Learning (PBL) dengan konteks finansial dirancang untuk mengintegrasikan pembelajaran matematika dengan situasi keuangan nyata guna meningkatkan kedua aspek tersebut secara bersamaan. Penelitian ini bertujuan untuk: (1) mengetahui peningkatan kemampuan literasi numerasi antara siswa yang diajarkan menggunakan model PBL dengan konteks finansial lebih baik daripada pembelajaran konvensional, serta (2) mengetahui peningkatan self-confidence antara kedua kelompok tersebut. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain pretest-posttest control group. Sampel adalah siswa kelas X SMA Negeri 1 Jangka, Kabupaten Bireuen, yang dipilih melalui random sampling, melibatkan dua kelas eksperimen dan dua kelas kontrol. Instrumen meliputi tes uraian literasi numerasi berbasis konteks finansial dan angket self-confidence skala Likert, dianalisis menggunakan N-gain dan uji Mann-Whitney U. Hasil penelitian menunjukkan bahwa model PBL lebih efektif meningkatkan literasi numerasi daripada pembelajaran konvensional, dengan rata-rata N-gain kelas eksperimen 0,79 (kategori tinggi) dan kelas kontrol 0,52 (kategori sedang), dikonfirmasi dengan nilai signifikansi 0,000 < 0,05. Model PBL juga terbukti meningkatkan self-confidence siswa, dengan skor posttest kelas eksperimen meningkat menjadi 30,81 sementara kelas kontrol menurun menjadi 27,71. Studi ini berkontribusi pada pengembangan pembelajaran matematika yang lebih relevan sekaligus meningkatkan kepercayaan diri siswa dalam menghadapi permasalahan kontekstual.

Kata kunci: Problem-Based Learning, literasi numerasi, self-confidence, konteks finansial, siswa SMA

ABSTRACT Alifah Aqila. (2026). Implementation of Problem-Based Learning (PBL) with Financial Context to Improve Numeracy Literacy Skills and Self-Confidence of Senior High School Students [Thesis. Universitas Syiah Kuala]. Under the supervision of Dr. Usman, S.Pd., M.Pd. and Dr. Elizar, S.Pd., M.Ed (MT). Numeracy literacy is an essential skill in understanding and applying mathematical concepts contextually. However, numeracy literacy skills and self-confidence among students at SMAN 1 Jangka remain low. The Problem-Based Learning (PBL) model with a financial context is designed to integrate mathematics learning with real-life financial situations in order to improve both aspects simultaneously. This study aimed to: (1) determine differences in the improvement of numeracy literacy skills between students taught using PBL with a financial context and those taught through conventional instruction, and (2) determine differences in self-confidence improvement between the two groups. This study employed a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The sample consisted of Grade X students at SMA Negeri 1 Jangka, Bireuen Regency, selected through random sampling, involving two experimental classes and two control classes. Instruments included an essay-based numeracy literacy test with a financial context and a Likert-scale self-confidence questionnaire, analyzed using N-gain scores and the Mann-Whitney U test. The results showed that the PBL model was more effective in improving numeracy literacy than conventional instruction, with a mean N-gain of 0.79 (high category) in the experimental class and 0.52 (moderate category) in the control class, confirmed by a significance value of 0.000 < 0.05. The PBL model also proved effective in improving students' self-confidence, with the experimental class mean posttest score increasing to 30.81 while the control class declined to 27.71. This study contributes to the development of more relevant mathematics learning while enhancing students' confidence in solving contextual mathematical problems. Keywords: Problem-Based Learning, numeracy literacy, self-confidence, financial context, senior high school students