Effects of Problem-Based Learning Integrated with Teaching at the Right Level and Self-Efficacy on Students’ Numeracy Literacy
DOI:
https://doi.org/10.33394/j-ps.v14i4.21281Keywords:
Algebraic expressions, Numeracy literacy, Problem-Based Learning, TaRL, Self-efficacyAbstract
Although Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL) have been widely investigated separately, empirical evidence regarding their integration in algebra instruction remains limited. This quasi-experimental study employed a 2 × 3 factorial design to examine the effect of PBL integrated with the TaRL approach on students’ numeracy literacy across different levels of self-efficacy and to examine the interaction between the learning model and self-efficacy. The participants were 92 seventh-grade students from SMP Negeri 1 Sarjo and SMP Negeri 2 Sarjo. Data were collected using an essay test and a self-efficacy questionnaire and analyzed using Two-Way ANOVA. The results showed that the experimental group achieved higher mean post-test scores than the conventional group across all self-efficacy levels: high (91.03 vs. 85.83), medium (76.81 vs. 66.35), and low (59.17 vs. 47.50). The learning model had a significant effect on numeracy literacy (F = 13.022, = 0.001, ƞ = 0.132), while self-efficacy contributed a larger effect (F = 53.107, < 0.001, ƞ = 0.553). No significant interaction effect was found (F = 0.576, = 0.564, ƞ = 0.013). These findings suggest that PBL integrated with the TaRL approach has the potential to serve as a more inclusive instructional strategy for improving students’ numeracy literacy.
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