Problem-based Learning Model Assisted by Interactive Animation Videos on Numeracy Ability in Spatial Building Materials

Abstract

Students in the era of school digitalization need numeracy skills. Numeracy ability is related to solving a problem. The Problem-based Learning (PBL) model is suitable for solving a problem with the help of interactive animated videos. This study aims to determine whether the PBL model assisted by interactive animated videos influences students' numeracy abilities. The research method used is quantitative in the form of an actual experiment. The sample in this study was students in class VIIB and VIIC, who were chosen randomly. The data collection techniques used are documentation and tests. The data analysis techniques used are normality test, homogeneity test and independent sample test. The research results show that the calculated t value > t table where t calculated = 8.132 and t table = 1.697. This means there is a significant difference in the average student numeracy ability between the experimental and control groups. The PBL model was assisted by interactive animated videos in solving questions on spatial building materials. Students were less able to analyze the information presented, less able to interpret the data collection, and not yet able to make conclusions.