The Impact of the Project-Based Learning (PjBL) Model on Students’ Numeracy Skills at SD 48/1 Penerokan

Abstract

Numeracy remains a critical competency for primary school students; however, classroom practices at SD 48 still tend to emphasize teacher-centered instruction, memorization, and worksheet-based activities. These practices limit students’ opportunities to apply mathematical reasoning, estimation, measurement, data interpretation, representation, and contextual problem solving in meaningful situations. This study aimed to examine the impact of the Project-Based Learning (PjBL) model on students’ numeracy skills at SD 48. A quantitative approach with a post-test only control group design was employed. The sample consisted of 50 fifth-grade students, comprising 25 students in the experimental group taught through PjBL and 25 students in the control group taught through conventional instruction. Data were collected using a numeracy test and classroom observation. The instrument was validated through expert judgment and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, an independent samples t-test, and effect size analysis. The results showed that the experimental group obtained an average posttest score of 86.00, with a standard deviation of 8,66. The data were normally distributed and homogeneous. The independent samples t-test indicated a significant difference between groups, t(48) = -9,73, p < 0.01, with a large effect size based on Cohen’s d = -2.75. These findings indicate that PjBL supports numeracy development by engaging students in contextual, collaborative, and inquiry-based learning activities. The study concludes that PjBL has a significant and substantial impact on students’ numeracy skills and can be used as an effective instructional alternative in primary mathematics learning.