The The Effect of Problem-Based Learning Model Integrated Dual Coding Theory On Numeracy Literacy Learning Outcomes Of Growth and Development of Living Things Material

Authors

  • Kasman Arifin
  • Muhammad Sirih
  • Anggi Puspita Sari Universitas Halu Oleo

DOI:

https://doi.org/10.26555/bioedukatika.v13i1.30747

Keywords:

PBL, Dual Coding Theory, Learning Outcomes, Numeracy-literacy

Abstract

This study aims to obtain information on the effect of Problem Based Learning (PBL) model integrated with Dual Coding Theory (DCT) on learning outcomes of numeracy literacy on the material of growth and development of living things. The subjects of this study were students of SMAN 4 Kendari class XI.J and XI.M. The research design used quasi-experiment with nonequivalent control group design. Sampling using probility sampling technique. Indicators of numeracy literacy learning outcomes measured are, analyzing data or information, explaining, and drawing conclusions. Data analysis techniques using descriptive analysis and inferential analysis. The results of descriptive analysis showed that the average increase in numeracy literacy learning outcomes of students taught using the PBL model integrated DCT (treatment class) obtained a result of 84.1 and the PBL model (control class) obtained an average value of 74.9. The results of hypothesis testing show that t count = 4.237> t table = 1.690 which means that there is a significant effect of the PBL model integrated with DCT on the numeracy literacy learning outcomes of students on the material of growth and development of living things.

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Published

2025-04-24

Issue

Vol. 13 No. 1 (2025)

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Articles

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Copyright (c) 2025 Kasman Arifin, Muhammad Sirih, Anggi Puspita Sari

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