%0 Thesis
%9 S3
%A Aisyah, -
%A Nanang Priatna, -
%A Dadang Juandi, -
%A Bambang Aviv Priatna, -
%B KODEPRODI84002#Pendidikan Matematika_S3
%D 2025
%F repoupi:138066
%I Universitas Pendidikan Indonesia
%K Desain pembelajaran berbasis masalah, Education for sustainable development, Numerasi, Sustainability consciousness.    Problem-based learning design, Education for Sustainable Development, Numeracy, Sustainability consciousness.
%T PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS MASALAH TERINTEGRASI EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) UNTUK PENCAPAIAN NUMERASI DAN SUSTAINABILITY CONSCIOUSNESS SISWA SMP
%U http://repository.upi.edu/138066/
%X ABSTRAK    Aisyah (2025), “Pengembangan Model Pembelajaran Berbasis Masalah Terintegrasi Education For Sustainable Development (ESD) untuk Meningkatkan Numerasi dan Sustainability Consciousness Siswa SMP”.    Kebutuhan penguatan numerasi dan kesadaran keberlanjutan yang teridentifikasi dalam penelitian pendahuluan diupayakan melalui pengembangan model pembelajaran berbasis masalah terintegrasi Education For Sustainable Development (ESD). Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi efektivitas model pembelajaran berbasis Problem-Based Learning (PBL) yang terintegrasi dengan ESD dalam meningkatkan numerasi dan kesadaran keberlanjutan (sustainability consciousness) siswa Sekolah Menengah Pertama (SMP). Penelitian ini menggunakan metode desain research dengan tahapan preliminary research, prototyping, dan assessment. Validitas perangkat pembelajaran dikonfirmasi melalui kegiatan validasi ahli, sementara kepraktisannya diuji melalui uji coba one-to-one, small group, dan field test. Sedangkan efektivitas pembelajaran diukur melalui analisis statistik Independent Sample t-test, One-Sample t-test, dan Mann-Whitney test dalam tahapan eksperimen di kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis masalah terintegrasi ESD layak secara teoritis dan empiris dengan hasil analisis Independent Sample t-test menunjukkan perbedaan signifikan antara kelas eksperimen dan kelas kontrol dalam pencapaian numerasi (p = 0,031 < 0,05) yang selisih rata-ratanya adalah 7,48 poin. Rata-rata skor tes numerasi siswa pada kelas eksperimen mencapai 78,74 yang melampaui Kriteria Ketuntasan Minimal (KKM) sebesar 75, dan rata-rata skor skala sikap sustainability consciousness sebesar 84,83 termasuk kategori sangat baik dibandingkan kelas kontrol dengan rata-rata 56,23 yang termasuk kategori perlu bimbingan. Penelitian ini merekomendasikan penerapan pembelajaran matematika  berbasis PBL terintegrasi ESD sebagai strategi inovatif untuk meningkatkan numerasi dan kesadaran keberlanjutan siswa.    Kata kunci: Desain pembelajaran berbasis masalah, Education for sustainable development, Numerasi, Sustainability consciousness.      ABSTRACT    Aisyah (2025), “Development of a Problem-Based Learning Model Integrated  with Education for Sustainable Development (ESD) to Enhance Numeracy and  Sustainability Consciousness of Junior High School Students.”    The need to strengthen numeracy and sustainability consciousness identified in he preliminary study was addressed through the development of a problem-based learning model integrated with Education for Sustainable Development (ESD). This research aimed to develop and evaluate the effectiveness of a Problem-Based Learning (PBL) model integrated with ESD in improving the numeracy and sustainability consciousness of junior high school students. A design research method was employed, consisting of three phases: preliminary research, prototyping, and assessment. The validity of the learning tools was confirmed through expert validation, while their practicality was tested through one-to-one, small group, and field trials. The effectiveness of the model was examined using statistical analyses, including the Independent Sample t-test, One-Sample t-test, and Mann-Whitney test in experimental and control class settings. The results revealed that the PBL model integrated with ESD is theoretically and empirically feasible. The Independent Sample t-test showed a significant difference between the experimental and control classes in numeracy achievement (p = 0.031 < 0.05), with a mean difference of 7.48 points. The average numeracy test score of the experimental class was 78.74, surpassing the Minimum Mastery Criteria of 75, while the average score on the sustainability consciousness scale reached 84.83, categorized as very good, compared to the control class average of 56.23, categorized as needing guidance. This study recommends the application of mathematics learning based on PBL integrated with ESD as an innovative strategy to enhance students’ numeracy and sustainability consciousness.    Keywords: Problem-based learning design, Education for Sustainable Development, Numeracy, Sustainability consciousness.
%Z https://scholar.google.com/citations?user=AC9STYIAAAAJ&hl=en    ID SINTA Dosen Pembimbing:  Nanang Priatna: 5980973  Dadang Juandi:  6042761  Bambang Avip Priatna Martadiputra: 6124136