Abstract

This study aims to analyze the effectiveness of a culturally responsive Problem-Based Learning (PBL) model in improving numeracy literacy of students at the junior high-school (Indonesian: Sekolah Menengah Pertama [SMP]) level. The research design used was a quasi-experiment with a pretest–posttest control group approach. The research sample consisted of 50 seventh-grade students divided into two groups: the experimental class using the CRT-based PBL model and the control class using expository learning. The instruments used to collect data included numeracy literacy tests and observation sheets of learning activities. The results of data analysis showed a significant difference in numeracy literacy improvement between the experimental and control classes. The t test conducted on the N-Gain score between the two groups showed tcalculated = 6.235, greater than ttable = 2.011 at the significance level α = 0.05. This finding indicates that the CRT-based PBL model effectively improves students’ numeracy literacy, with the experimental group experiencing a significant increase compared to the control group. This study provides evidence that implementing a learning model sensitive to students’ cultural context can support the development of numeracy literacy more effectively.