Development of a Problem-Based Learning Module Integrated with Bima Local Culture to Improve Students' Numeracy Literacy and Learning Motivation
DOI:
https://doi.org/10.64780/jole.v2i3.241Keywords:
Bima local culture, learning motivation, numeracy literacy, Problem-Based Learning, Problem-Based Learning moduleAbstract
Background: Enhancing students’ numeracy literacy and learning motivation remains a major challenge in mathematics education, particularly when instruction relies on abstract concepts with limited connections to students’ sociocultural contexts. Integrating local cultural values into Problem-Based Learning (PBL) modules offers a promising approach to creating more meaningful and contextually relevant learning experiences.
Aims: This study aimed to develop a Problem-Based Learning module integrated with Bima local culture and to evaluate its validity, practicality, and effectiveness in improving students’ numeracy literacy and learning motivation.
Method: This study employed a Research and Development (R&D) approach using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. The participants consisted of two Grade X classes at MAN 2 Kota Bima, with 36 students in the experimental class and 36 students in the control class. Data were collected through expert validation sheets, practicality questionnaires, numeracy literacy tests, and learning motivation questionnaires. Data analysis involved descriptive statistics, N-Gain analysis, and the Independent Samples t-test.
Results: The developed module achieved a validity score of 90.3% and a practicality score of 90.4%, both categorized as very high. The experimental class demonstrated a higher improvement in numeracy literacy (N-Gain = 0.6967) than the control class (N-Gain = 0.4123). Significant differences were also found in numeracy literacy and learning motivation between the two groups (p = 0.003).
Conclusion: The PBL module integrated with Bima local culture is valid, practical, and effective in enhancing students’ numeracy literacy and learning motivation, demonstrating its potential as a contextually relevant instructional resource for mathematics education.
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