<![CDATA[Kemampuan literasi numerasi dipengaruhi oleh berbagai faktor, salah satunya adalah rendahnya minat belajar siswa yang dapat menurunkan motivasi dan selanjutnya berdampak pada kemampuan berpikir kritis serta pemecahan masalah matematis. Penelitian ini bertujuan untuk mengimplementasikan model Problem-Based Learning (PBL) guna meningkatkan literasi, numerasi, dan motivasi belajar matematika siswa. Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang terdiri atas tiga siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Modul ajar, lembar kerja peserta didik, dan instrumen evaluasi dikembangkan dan disempurnakan secara sistematis pada setiap siklus. Subjek penelitian adalah 25 siswa kelas IX-E SMPN 4 Tarogong Kidul yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan melalui tes tertulis, observasi, dan angket. Analisis data mengombinasikan statistik deskriptif dalam bentuk persentase dan analisis deskriptif kualitatif, yang meliputi reduksi data, penyajian data secara sistematis melalui narasi dan tabel, serta penarikan kesimpulan. Hasil penelitian menunjukkan adanya peningkatan yang substansial pada kemampuan literasi dan numerasi siswa, dengan 68% siswa menunjukkan perkembangan yang terukur disertai peningkatan motivasi belajar. Meskipun capaian tersebut belum sepenuhnya memenuhi indikator keberhasilan yang ditetapkan sebesar 70%, peningkatan yang diperoleh menunjukkan bahwa penerapan model PBL memberikan dampak yang bermakna dan positif terhadap pembelajaran matematika siswa. Numeracy literacy skills are influenced by various factors, one of which is low student interest, which can reduce learning motivation and subsequently affect critical thinking and mathematical problem-solving abilities. This study aims to implement the Problem-Based Learning (PBL) model to enhance students’ literacy, numeracy, and motivation in learning mathematics. The research employed a classroom action research design consisting of three cycles, each including planning, implementation, observation, and reflection stages. Teaching modules, student worksheets, and evaluation instruments were systematically developed and refined in each cycle. The subjects were 25 students from class IX-E at SMPN 4 Tarogong Kidul, selected through purposive sampling. Data were collected using written tests, observations, and questionnaires. Data analysis combined descriptive statistics in the form of percentages and qualitative descriptive analysis, including data reduction, systematic presentation of findings through narratives and tables, and conclusion drawing. The results showed a substantial improvement in students’ literacy and numeracy skills, with 68% of students demonstrating measurable progress, accompanied by increased learning motivation. Although the outcome did not fully reach the predetermined 70% success indicator, the observed gains indicate that the implementation of the PBL model had a meaningful and positive impact on students’ mathematics learning.]]>
