Comparing Problem-Based Learning and Discovery Learning on Students’ Numeracy Literacy: A Quasi-Experimental Study

Nur Na'ilah Mallu; Lisnasari Andi Mattoliang; A. Sriyanti; Andi Dian Angriani

Authors

Nur Na'ilah Mallu Universitas Islam Negeri Alauddin Makassar
Lisnasari Andi Mattoliang Universitas Islam Negeri Alauddin Makassar
A. Sriyanti Universitas Islam Negeri Alauddin Makassar
Andi Dian Angriani Universitas Islam Negeri Alauddin Makassar

Keywords:

Problem-Based Learning, Discovery Learning, Numeracy Literacy, Mathematics Education

Abstract

Background: Numeracy literacy is an essential competency in 21st-century education because it supports students’ ability to analyze information, solve contextual problems, and make data-based decisions. However, previous studies have mostly examined Problem-Based Learning (PBL) and Discovery Learning (DL) separately, so direct comparative evidence regarding their effectiveness in developing students’ numeracy literacy remains limited, particularly at the junior secondary level in Indonesia.

Aims: This study aimed to compare the effectiveness of PBL and DL in improving students’ numeracy literacy skills.

Methods: This study employed a quantitative quasi-experimental method with a posttest-only control group design. The participants were 58 eighth-grade students from one of the public junior high school in Soppeng Regency, South Sulawesi divided into two groups: one group was taught using PBL and the other using DL. Data were collected through numeracy literacy tests, observation sheets, and documentation, and analyzed using descriptive and inferential statistics through an independent samples t-test.

Results: The results showed a significant difference between the two learning models (Sig. = 0.001 < 0.05). Students taught using PBL demonstrated higher numeracy literacy performance than those taught using DL. The findings indicate that contextual problem-solving, collaborative discussion, and structured scaffolding in PBL more effectively support students’ abilities to interpret, analyze, and apply mathematical information in real-life contexts.

Conclusions: This study strengthens the view that numeracy literacy develops more effectively through contextual and socially mediated learning experiences. Practically, the findings suggest that mathematics teachers should integrate authentic problems and collaborative learning activities to improve students’ numeracy literacy skills.

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