Efektivitas Model Problem-Based Learning melalui Pendekatan FIS (Fokus, Inovasi, dan Sinergi) dalam Meningkatkan Kemampuan Numerasi dan Berpikir Kritis Siswa Sekolah Dasar pada Materi Rasio

Khairotul Ummah; Sucipto; Yuni Listiana; Herman Felani

doi:10.61132/semantik.v4i3.2873

Authors

Khairotul Ummah Universitas Dr. Soetomo Surabaya
Sucipto Universitas Dr. Soetomo Surabaya
Yuni Listiana Universitas Dr. Soetomo Surabaya
Herman Felani Universitas Dr. Soetomo Surabaya

DOI:

https://doi.org/10.61132/semantik.v4i3.2873

Keywords:

Critical Thinking, Elementary School, FIS Approach, Numeracy, Problem-Based Learning

Abstract

Numeracy and critical thinking skills remain persistently low among Indonesian elementary school students, particularly in mathematics topics requiring proportional reasoning. Conventional teacher-centered instruction has been identified as a primary contributor to this deficiency. This study aimed to examine the effectiveness of the Problem-Based Learning (PBL) model integrated with the FIS (Focus, Innovation, and Synergy) approach in improving sixth-grade students’ numeracy and critical thinking skills on the topic of ratio. A quantitative quasi-experimental study employing a one-group pretest posttest design was conducted with 45 sixth-grade students at SDN Patereman 1, Bangkalan, selected through total sampling. Data were collected using validated observation instruments scaled on a 4-point Likert scale for both numeracy (3 indicators; maximum score 12) and critical thinking (6 indicators; maximum score 24). Instruments demonstrated satisfactory reliability (Cronbach’s α ranging from 0.705 to 0.787). Data were analyzed through descriptive statistics, normality tests (Kolmogorov Smirnov), homogeneity tests (Levene), and Paired Sample t-tests. Results revealed statistically significant improvements in both dependent variables (p = 0.000 < 0.05). Mean numeracy scores increased from 5.36 (pretest) to 10.51 (posttest), while critical thinking scores increased from 10.13 to 21.51. Qualitative analysis identified the Focus dimension as the most critical mediating factor, followed by Innovation and Synergy. These findings confirm that the structured integration of contextual problem-solving with collaborative learning principles substantially enhances higher-order thinking competencies in primary mathematics education.

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