Pengaruh Model Pembelajaran Matematika Gembira terhadap Kemampuan Numerasi Siswa Kelas II Sekolah Dasar
DOI:
https://doi.org/10.67686/didaktika.v10i3.2413Abstrak
Numeracy skills are essential competencies in elementary mathematics education because they enable students to interpret, understand, and apply quantitative information in various real-life contexts. However, mathematics learning in classrooms often emphasizes procedural practice, which limits students’ opportunities to develop meaningful numeracy understanding. This study aims to examine the effect of the GEMBIRA mathematics learning model on elementary students’ numeracy skills. The research employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants were 28 second-grade students at SD Luqman Al-Hakim Batu Kajang, East Kalimantan, Indonesia. Data were collected through numeracy tests administered before and after the implementation of the GEMBIRA learning model. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test to determine differences between pretest and posttest scores. The results revealed a significant difference between pretest and posttest scores with a significance value of 0.000 (p < 0.05). The effect size calculation showed Cohen’s d = 1.24, indicating a large effect. These findings suggest that the GEMBIRA learning model positively influences the improvement of elementary students’ numeracy skills.
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