The Effect of the Concrete-Media-Assisted Problem-Based Learning Model on Elementary School Students’ Mathematical Literacy Skills

Abstract

This study examines the effect of a Problem-Based Learning model supplemented with concrete media on the mathematical literacy skills of elementary school students. This quantitative study employs a pre-experimental design with a one-group pretest-posttest design. The sample consisted of 25 third-grade students at SD Negeri 01 Sri Katon. Pre- and post-treatment tests were used to collect data. The research data were analyzed using the Wilcoxon Signed-Rank Test. The results showed that students’ mathematical literacy skills before the implementation of the Problem-Based Learning model supplemented with concrete media were 11.04, and their mathematical literacy skills after the implementation of the Problem-Based Learning model supplemented with concrete media were 64.00. The difference between the students’ pretest and posttest scores was 52.96 points. This supports the notion that Problem-Based Learning with concrete media has a significant effect on students’ mathematical literacy skills.