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Improving Numeracy Skills Through the Application of Problem Based Learning Models Assisted by Differentiated Concrete Media in Low Class Students

Journal of Primary Education · Vol. 11 No. 3 (2022) · hlm. 388–398

DOI
10.15294/jpe.v11i3.69976
ISSN
2502-4515, 2252-6404
Terbit
2022-09-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to improve numeracy skills through the application of the Problem Based Learning (PBL) model assisted by differentiated concrete media to grade 1 student at SDN Sampangan 01 Semarang. The method used is Miles and Huberman's (1994: 12) interactive analysis method which includes three activities, namely (1) data reduction, (2) data presentation, and (3) verification, in presenting data using qualitative and quantitative data. Based on the results of research and discussion it is known that students' numeracy skills have increased by up to 82%. So, it can be concluded that the application of the PBL model with the help of differentiated concrete media can improve the numeracy skills of subtraction material in grade 1 students, because with the help of differentiated concrete media students can learn in real terms and are more interested in participating in learning.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Arif WidiyatmokoState University of Semarang1
Ngabiyanto NgabiyantoAfiliasi tidak diketahui1
Siti Maryatul KiptiyahAfiliasi tidak diketahui1
Ellen Angelina SubektiAfiliasi tidak diketahui1
Arif WidagdoAfiliasi tidak diketahui1
Reza AulianiAfiliasi tidak diketahui1
Haryono HaryonoAfiliasi tidak diketahui1
Anindhitya Yudhanta PrasetyaAfiliasi tidak diketahui1
Agus NuryatinAfiliasi tidak diketahui1
Fatur RokhmanAfiliasi tidak diketahui1
Maghfirotul AliyahAfiliasi tidak diketahui1
Ida ZulaehaAfiliasi tidak diketahui1
Anik HariyastutiAfiliasi tidak diketahui1
Ineke Sukma Winahyu WinahyuAfiliasi tidak diketahui1
Niken Dwi RahmawatiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/jpe/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Improving Numeracy Skills Through the Application of Problem Based Learning Models Assisted by Differentiated Concrete Media in Low Class Students</dc:title>
	<dc:creator>Rahayu, Anisa Dwi</dc:creator>
	<dc:creator>Purwati, Panca Dewi</dc:creator>
	<dc:creator>Trisnawati, Ismi</dc:creator>
	<dc:description xml:lang="en-US">This study aims to improve numeracy skills through the application of the Problem Based Learning (PBL) model assisted by differentiated concrete media to grade 1 student at SDN Sampangan 01 Semarang. The method used is Miles and Huberman's (1994: 12) interactive analysis method which includes three activities, namely (1) data reduction, (2) data presentation, and (3) verification, in presenting data using qualitative and quantitative data. Based on the results of research and discussion it is known that students' numeracy skills have increased by up to 82%. So, it can be concluded that the application of the PBL model with the help of differentiated concrete media can improve the numeracy skills of subtraction material in grade 1 students, because with the help of differentiated concrete media students can learn in real terms and are more interested in participating in learning.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/jpe/article/view/69976</dc:identifier>
	<dc:identifier>10.15294/jpe.v11i3.69976</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Primary Education; Vol 11 No 3 (2022): September2022; 388-398</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:source>10.15294/jpe.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/jpe/article/view/69976/25668</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Journal of Primary Education</dc:rights>
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