Kerangka teoritis dan konseptual model neon-math untuk meningkatkan numerasi: Integrasi PJBL, UbD, dan deep learning

Abstract

The development of 21st-century education requires mathematics learning to move beyond procedural skills and emphasize numeracy as a reflective, applicable, and contextual competence relevant to real-life situations. However, previous studies indicate that middle school students still face difficulties in linking mathematical concepts with their applications in authentic contexts. This study aims to examine and formulate the theoretical and conceptual framework of the NEON-Math model (Numeracy Empowerment through Understanding by Design and Project-Based Learning-Oriented Deep Learning in Mathematics), which integrates Project-Based Learning (PjBL), Understanding by Design (UbD), and deep learning as innovative strategies to enhance numeracy. A Systematic Literature Review (SLR) was conducted by analyzing scholarly publications related to numeracy, PjBL, UbD, and deep learning from various academic databases. The synthesis shows that PjBL provides authentic contexts and fosters problem-solving skills, UbD ensures well-structured planning oriented toward meaningful learning outcomes, and deep learning strengthens conceptual understanding as well as critical reflection across disciplines. The integration of these three approaches results in the NEON-Math framework, which not only bridges the gap between theory and practice but also expands the discourse in mathematics education literature. The novelty of this study lies in the formulation of a conceptual model that can serve as a reference for teachers, curriculum designers, and policymakers in developing contextual and meaningful numeracy learning that supports essential 21st-century skills.

Keywords

• Deep learning
• Numeracy
• Project-based learning
• Understanding by design