Numeracy Literacy Based on Learning Styles Through Differentiated Problem-Based Learning with Performance Assessment

Abstract

This study investigates students’ numeracy literacy skills from the perspective of learning styles through differentiated Problem-Based Learning (PBL) assisted by performance assessment. Numeracy literacy is a crucial competency in 21st-century education, enabling students to interpret, analyze, and apply mathematical concepts in real-life contexts. However, preliminary observations at SMP Negeri 4 Jepara revealed low numeracy literacy levels, with students struggling to solve contextual mathematical problems. This research employed a mixed-methods sequential explanatory design, combining quasi-experimental and qualitative approaches. The experimental group received differentiated PBL with performance assessment, while the control group received conventional PBL. Data were collected through pretests, posttests, questionnaires on learning styles, and interviews, and were analyzed using statistical tests and thematic analysis. The results indicate that differentiated PBL with performance assessment significantly improved students’ numeracy literacy, with posttest scores surpassing the minimum mastery criteria and achieving classical completeness above 75%. Furthermore, learning style analysis revealed distinct patterns in problem-solving strategies among visual, auditory, and kinesthetic learners. The findings highlight the importance of integrating differentiated instruction with authentic assessment to address students’ diverse learning needs and enhance their mathematical literacy in meaningful contexts