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All Journal Riemann : Research of Mathematics and Mathematics Education
Habsanul Aisyah
Universitas PGRI Semarang
Education Mathematics

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Integrating Zep Quiz in Phenomenon-Based Learning via Design Thinking to Enhance Student’s Numeracy Habsanul Aisyah; Ida Dwijayanti; Achmad Buchori
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.234

Abstract

Low numeracy skills and students' motivation in understanding data phenomena remain major challenges in secondary school mathematics. This study aims to develop and validate a learning design prototype utilizing Phenomenon-Based Learning (PhBL) integrated Zep Quiz to address 10th-grade students’ numeracy obstacles. Employing a mixed-methods exploratory sequential design within a Design Thinking framework, the research involved 117 students across three secondary schools. Data were collected through a validated 10-item contextual essay test (CVI=0.87, Cronbach’s =0.82), a 20-item digital questionnaire, and a 5 criterion observation rubric. The initial Empathy Map phase revealed that students’ primary obstacles lie in interpreting contextual data. Consequently, the ideation process produced a PhBL-Zep Quiz prototype focused on investigating real-world phenomena through gamification. Quantitative analysis using a Paired Samples t-test demonstrated a significant improvement in students’ mean numeracy scores, rising from 57.53 to 63.33 (t = 13.356, p < 0.001), with a large intervention effect size (Cohen’s d = 1.24). Concurrently, a positive shift occurred students’ numeracy profiles, moving predominantly from the “Needs Intervention” category to “Proficient” and “Advanced”, achieving an 82% classical completion rate. The findings indicate that the synergy of PhBL and Zep Quiz effectively enhances students’ numeracy literacy. This study implies that such integration provides a novel gamified scaffolding strategy, specifically bridging the gap between abstract concepts and students’ contextual data interpretation skills.
Co-Authors Achmad Buchori Ida Dwijayanti