The Effect of Problem Based Learning Assisted by Unit Pockets on the Numeracy Skills of Elementary School Students

The teaching of numeracy skills in elementary school begins with introducing students to numbers. At this stage, students learn to recognize, write, and arrange numbers. Effective approaches, such as Problem-Based Learning (PBL) and Active Learning, enhance students' critical thinking and mathematical abilities. This study examines the interaction between PBL assisted by Unit Pocket and students' learning motivation on the numeracy skills of grade III elementary school students. Using a quasi-experimental method with a 3x2 factorial design, this research compares two learning models: PBL with Unit Pocket and conventional learning with Unit Ladders. The study evaluates students' motivation levels (high, medium, low) and their impact on numeracy skills. Results reveal that PBL assisted by Unit Pocket significantly improves students' numeracy skills in unit conversion. The experimental class achieved an average score of 89.3, outperforming the control class with 72.4. Retention rates also improved, with the experimental class scoring 82.5 compared to 69.4 and 67.8 in the control class. Furthermore, 94% of experimental class students reported that the PBL method made understanding the material easier, compared to 72% and 68% in the control class. Critical thinking skills also saw a boost, with the experimental class averaging 87.3, surpassing the control class scores of 74.6 and 72.8. These findings highlight the effectiveness of PBL assisted by Unit Pocket in enhancing numeracy and critical thinking skills.