Problem-Based Learning Model Assisted by the Namerta Application for High School Students' Numeracy Skills

Abstrak

Numeracy skills among Indonesian secondary school students remain relatively low, particularly in analyzing quantitative information and interpreting it to make predictions and informed decisions. This study aimed to examine differences in mathematical numeracy achievement between students who learned through Problem-Based Learning (PBL) assisted by the Namerta Application, which incorporates the MERDEKA learning sequence and artificial intelligence-based adaptive scaffolding, and those who learned through PBL without application support. A quasi-experimental posttest-only control group design was employed involving Grade 10 students from a public senior high school in Southeast Sulawesi Province, Indonesia. The experimental group consisted of 33 students, while the control group comprised 32 students. The groups were selected using cluster random sampling from classes with comparable initial abilities. Data were collected using a learning implementation observation sheet, a student response questionnaire, and an open-ended numeracy test covering three indicators. Inferential analysis was conducted using an independent-samples t-test after the assumptions of normality and homogeneity of variance had been satisfied. The results showed that the experimental group achieved a significantly higher numeracy score (M = 75.06, SD = 10.05) than the control group (M = 67.31, SD = 10.24), t(63) = 3.08, p = .003 (two-tailed) or p = .0015 (one-tailed). The mean difference was 7.75 points, 95% CI [2.72, 12.78], with Cohen’s d = 0.76, indicating a moderate-to-large effect. The most pronounced differences were found in students’ ability to analyze information presented in graphs, tables, and diagrams (a difference of 22.25 percentage points) and to interpret analytical results for prediction and decision-making (a difference of 22.73 percentage points). These findings indicate that Namerta Application-assisted PBL yields higher numeracy achievement than PBL without application support, with a practically meaningful effect.

Kata kunci

• Problem Based Learning
• adaptive scaffolding
• namerta application
• numeracy skills