Pengaruh Problem Based Learning (Pbl) Berbantuan Lembar Kerja Peserta Didik (LKPD) Terhadap Literasi Numerasi pada Materi Statistika Siswa Kelas VIII SMPN 1 Padangan Bojonegoro

Abstract

Abstrak
Hasil PISA 2022 menunjukkan rendahnya kemampuan numerasi siswa Indonesia, dengan hanya 18% yang mencapai level 2 akibat metode pembelajaran konvensional yang pasif. Penelitian kuantitatif eksperimental dengan pretest dan posttest control group design ini bertujuan menguji pengaruh PBL berbantuan LKPD terhadap kemampuan numerasi siswa kelas VIII dalam materi Statistika di SMPN 1 Padangan, Bojonegoro. Kelas eksperimen menerapkan PBL dengan LKPD, sedangkan kelas kontrol menggunakan metode konvensional. Data dikumpulkan via tes numerasi yang divalidasi tiga pakar menggunakan rumus Aiken's V dan diuji reliabilitasnya dengan Cronbach's alpha. Setelah lolos uji normalitas dan homogenitas, data dianalisis menggunakan uji-t. Indikator kompetensi matematis yang diukur meliputi penggunaan angka/simbol, evaluasi data tabel/grafik, serta interpretasi hasil untuk pengambilan keputusan. Penelitian ini diproyeksikan membuktikan bahwa PBL berbantuan LKPD menghasilkan kompetensi matematika yang lebih baik dibanding metode konvensional. Sebagai kontribusi pada pembelajaran aktif dan kontekstual, model PBL berbasis LKPD ini direkomendasikan sebagai alternatif efektif untuk mendorong kemampuan numerasi siswa kelas VIII pada materi statistika.
Kata Kunci: Problem Based Learning; LKPD; Literasi Numerasi; Statistika; Kelas VIII
Abstract
hThe results of the 2022 PISA (Philosophy of Indonesian Students) show low numeracy skills in Indonesian students, with only 18% reaching level 2 due to passive conventional learning methods. This experimental quantitative study with a pretest and posttest control group design aims to examine the effect of PBL assisted by Student Worksheets LKPD on the numeracy skills of eighth-grade students in Statistics at SMPN 1 Padangan, Bojonegoro. The experimental class implemented PBL with Student Worksheets LKPD, while the control class used conventional methods. Data were collected via a numeracy test validated by three experts using the Aiken's V formula and tested for reliability using Cronbach's alpha. After passing the normality and homogeneity tests, the data were analyzed using a t-test. The mathematical competency indicators measured included the use of numbers/symbols, evaluation of tabular/graphic data, and interpretation of results for decision-making. This study is projected to prove that PBL assisted by Student Worksheets produces better mathematical competency than conventional methods. As a contribution to active and contextual learning, this LKPD-based PBL model is recommended as an effective alternative to encourage the numeracy skills of grade VIII students in statistics material.
Keywords: Problem Based Learning; LKPD; Numeracy Literacy; Statistics; grade VIII