The effect of the problem-based learning model with cooperative setting of numbered heads together on students' numeracy skills

Anisa Nurbaiti; Deni Pratama

doi:10.66161/687841

Authors

Anisa Nurbaiti Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Deni Pratama Junior High School An-Nuriyyah Bumiayu, Brebes, Indonesia

DOI:

https://doi.org/10.66161/687841

Keywords:

Expository, Numbered Heads Together, Numeracy, Problem-Based Learning

Abstract

This study aims to: (1) test the effect of the Problem-Based Learning (PBL) model with the cooperative setting of Numbered Heads Together on junior high school students' numeracy skills; (2) test the effect of the expository learning model on statistics material regarding students' numeracy skills; and (3) compare the effectiveness of the PBL model with Numbered Heads Together and the expository model on students' numeracy skills. This quasi-experimental research employs a pretest-posttest control group design and was conducted at a junior high school in Yogyakarta. Data collection techniques included tests and observations, utilizing numeracy skill tests and observation sheets for learning implementation. Data analysis was performed using the Paired Sample T-Test and the Independent Sample T-Test. The findings indicate that (1) the PBL model with the cooperative setting of Numbered Heads Together positively affects students' numeracy skills; (2) the expository learning model on statistics material also enhances numeracy skills; and (3) the PBL model with Numbered Heads Together has a greater impact than the expository model on students' numeracy skills in statistics.

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