Effectiveness of Problem-Based Learning for Numeracy Across Self-Efficacy Levels Among Fifth-Graders at SDN 13 Andoolo

Abstract

Effective numeracy instruction requires contextual learning that also addresses students' confidence. This study described students' self-efficacy, examined the effectiveness of Problem-Based Learning (PBL) for numeracy skills, and compared numeracy across self-efficacy categories. A quantitative pre-experimental one-group pretest-posttest design involved 10 fifth-grade students at SD Negeri 13 Andoolo. Data from a numeracy test and self-efficacy questionnaire were analyzed using descriptive statistics, normalized gain (N-gain), the Shapiro-Wilk test, a paired-samples t-test, and an independent-samples t-test. The mean self-efficacy score was 63.9; 6 students (60%) were in the high category and 4 (40%) in the low category. The mean numeracy score increased from 49.8 at pretest to 79.2 at posttest, yielding a moderate N-gain of 0.59. The paired-samples test produced a significance value of 0.000 < 0.05. The high-self-efficacy group had a higher mean posttest score (82.67) than the low-self-efficacy group (74.00), and the difference was significant (p = 0.015). PBL was therefore effective for numeracy within the group studied, although differences by self-efficacy require cautious interpretation because the subgroups were small.