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Improving Numeracy Literacy Through the Integration of Challenge Based on Differentiated Learning with STEAM Based Website

Unnes Journal of Mathematics Education · Vol. 13 No. 3 (2024) · hlm. 276–291

DOI
10.15294/ujme.v13i3.16705
ISSN
2460-5840, 2252-6927
Terbit
2024-11-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Numeracy literacy is essential for 21st-century skills, yet student proficiency remains low. Improving it requires enhancing learning quality through digital innovation, contextual learning, and personalized approaches. Digital platforms offer flexible resources, while STEAM disciplines foster problem-solving skills. Challenge-Based Learning (CBL) provides contextual, project-oriented experiences, supported by differentiation strategies (visual, auditory, kinesthetic). The purpose of this research is to develop a STEAM-based website integrated with challenges based on differentiated learning which is very valid and very practical to improve students' numeracy literacy. This research method used Research and Development (R&D) method with ADDIE model, the research involved junior high students, collecting data via interviews and questionnaires. Results showed product is very valid (89.95% expert validation) and very practical (93.80% from practitioners, 93.16% from students). Thus, differentiated, CBL-STEAM learning can significantly improve learning quality and support broader educational goals.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Sekar Lintang NurshobihaState University of Semarang2
Vivi Anggraini Saputri AzisAfiliasi tidak diketahui2
Annisa WulandariAfiliasi tidak diketahui1
Ananda Verry SetiawanAfiliasi tidak diketahui1
MulyonoAfiliasi tidak diketahui1
Wahid JauhariState University of Semarang1
Alyana Aurellia Putri ArifadewiState University of Semarang1
Fatya AzizahState University of Semarang1
Andika Nur FeriantoState University of Semarang1
Arum DinasariState University of Semarang1
Rochmad RochmadState University of Semarang1
Abdul Mu'iz RahmatjatiState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Improving Numeracy Literacy Through the Integration of Challenge Based on Differentiated Learning with STEAM Based Website</dc:title>
	<dc:creator xml:lang="en">Ananda Verry Setiawan</dc:creator>
	<dc:creator xml:lang="en">Stefany Margaretha Hutauruk</dc:creator>
	<dc:creator xml:lang="en">Selva Ayu Meilina</dc:creator>
	<dc:creator xml:lang="en">Adi Satrio Ardiansyah</dc:creator>
	<dc:subject xml:lang="en">Challenge Based Learning</dc:subject>
	<dc:subject xml:lang="en">Differentiated Learning</dc:subject>
	<dc:subject xml:lang="en">Numeracy Literacy</dc:subject>
	<dc:subject xml:lang="en">STEAM</dc:subject>
	<dc:subject xml:lang="en">Website</dc:subject>
	<dc:description xml:lang="en">Numeracy literacy is essential for 21st-century skills, yet student proficiency remains low. Improving it requires enhancing learning quality through digital innovation, contextual learning, and personalized approaches. Digital platforms offer flexible resources, while STEAM disciplines foster problem-solving skills. Challenge-Based Learning (CBL) provides contextual, project-oriented experiences, supported by differentiation strategies (visual, auditory, kinesthetic). The purpose of this research is to develop a STEAM-based website integrated with challenges based on differentiated learning which is very valid and very practical to improve students' numeracy literacy. This research method used Research and Development (R&amp;amp;D) method with ADDIE model, the research involved junior high students, collecting data via interviews and questionnaires. Results showed product is very valid (89.95% expert validation) and very practical (93.80% from practitioners, 93.16% from students). Thus, differentiated, CBL-STEAM learning can significantly improve learning quality and support broader educational goals.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujme/article/view/16705</dc:identifier>
	<dc:identifier>10.15294/ujme.v13i3.16705</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education; Vol. 13 No. 3 (2024): Special Issue; 276-291</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujme/article/view/16705/2833</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Unnes Journal of Mathematics Education</dc:rights>
</oai_dc:dc>