PENERAPAN PEMBELAJARAN DIFERENSIASI MELALUI PROBLEM BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN LITERASI NUMERASI SISWA SD PADA MATERI PENYAJIAN DATA

Annisa Azzahra Julianty, - (2025) PENERAPAN PEMBELAJARAN DIFERENSIASI MELALUI PROBLEM BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN LITERASI NUMERASI SISWA SD PADA MATERI PENYAJIAN DATA. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Peningkatan mutu pendidikan nasional menuntut adanya penguatan literasi dasar, salah satunya literasi numerasi. Namun, siswa masih kerap mengalami kesulitan dalam memahami materi dan menyajikan data dalam bentuk tabel dan diagram, yang berdampak pada rendahnya kemampuan literasi numerasi mereka pada materi penyajian data. Penelitian ini bertujuan untuk mengetahui aktivitas belajar siswa, peningkatan kemampuan literasi numerasi, dan perbedaan kemampuan literasi numerasi antarkelompok kesiapan belajar setelah diterapkannya pembelajaran diferensiasi melalui PBL pada materi penyajian data. Penelitian menggunakan metode campuran dengan desain concurrent embedded dan melibatkan siswa kelas V pada salah satu SD Negeri di Kabupaten Sumedang. Data diperoleh melalui tes, observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif dan kuantitatif. Hasil penelitian menunjukkan bahwa aktivitas belajar selama penerapan pembelajaran diferensiasi melalui PBL mampu mengakomodasi kebutuhan belajar siswa yang beragam serta mendorong keterlibatan siswa dalam memahami dan menyelesaikan permasalahan terkait materi penyajian data. Hasil uji paired sample t-test menunjukkan peningkatan signifikan dengan nilai signifikansi 0,000 dan rata rata nilai meningkat dari 41,54 (pretest) menjadi 76,12 (posttest). Selain itu, terdapat perbedaan kemampuan literasi numerasi yang signifikan antarkelompok kesiapan belajar berdasarkan hasil uji One Way ANOVA dengan signifikansi 0,000. Uji lanjut Post Hoc Scheffe menunjukkan perbedaan signifikan antara kelompok sangat mahir dan perlu bimbingan, serta antara kelompok mahir dan perlu bimbingan. Dengan demikian, penerapan pembelajaran diferensiasi melalui PBL dapat meningkatkan kemampuan literasi numerasi siswa SD pada materi penyajian data. ------------------------------------------ Improving the quality of national education requires the strengthening of basic literacy, one of which is numeracy literacy. However, students often experienced difficulties in understanding the material and presenting data in the form of tables and diagrams, which resulted in their low numeracy literacy skills in data presentation. This study aims to examine students’ learning activities, the improvement of numeracy literacy skills, and differences in numeracy literacy performance among groups of learning readiness following the implementation of differentiated instruction through Problem-Based Learning (PBL) on data presentation material. This study employed a mixed-method approach with a concurrent embedded design, involving fifth-grade students at an elementary school in Sumedang Regency. Data were collected through tests, observations, interviews, and documentation, and analyzed using both descriptive and quantitative methods. The results indicated that that the learning activities implemented through differentiated instruction using PBL effectively accommodated the varied learning needs of students and promoted their engagement in comprehending and solving problems related to data presentation. The paired sample t-test showed a significant improvement, with a significance value of 0.000 and an increase in the average score from 41.54 (pretest) to 76.12 (posttest). Furthermore, the One-Way ANOVA test revealed significant differences in numeracy literacy abilities among the learning readiness groups, with a significance value of 0.000. The Post Hoc Scheffe test indicated significant differences between the highly proficient group and the group requiring guidance, as well as between the proficient group and the group requiring guidance. Thus, the implementation of differentiated instruction through PBL successfully improved elementary students’ numeracy literacy skills in data presentation material.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?user=RwXKkDMAAAAJ&hl=id Sinta ID: 6005585 Sinta ID: 6836307
Uncontrolled Keywords:	Pembelajaran Diferensiasi, Kesiapan Belajar Siswa, Problem Based Learning, Literasi Numerasi, Penyajian Data, Differentiated Instruction, Learning Readiness, Problem-Based Learning, Numeracy Literacy, Data Presentation
Subjects:	L Education > L Education (General)
Divisions:	UPI Kampus cibiru > PGSD UPI Kampus cibiru
Depositing User:	Annisa Azzahra Julianty
Date Deposited:	03 Sep 2025 03:23
Last Modified:	03 Sep 2025 03:23
URI:	http://repository.upi.edu/id/eprint/136642

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