Pembelajaran Mendalam Berbasis Masalah Kontekstual untuk Meningkatkan Kemampuan Penalaran dan Literasi Numerasi Mahasiswa PGMI

Abstract

Strengthening the mathematical reasoning and numeracy literacy of students in the Pendidikan Guru Madrasah Ibtidaiyah (PGMI) program is necessary to support contextual problem solving. This study aimed to describe the implementation of deep learning based on contextual problems and analyze the development of students’ mathematical reasoning and numeracy literacy. The study employed a classroom action research (PTK) design with a descriptive approach, conducted over two cycles. Each cycle comprised planning, action, observation, and reflection. The participants were purposively selected PGMI students at Institut Agama Islam DDI Maros. Data were collected through tests and observation, then analyzed descriptively. The results showed that the mean score increased progressively from 58.00 at baseline to 74.33 in Cycle I and 94.50 in Cycle II. These changes in scores indicate progress in students’ mathematical reasoning and numeracy literacy attainment during the implementation of deep learning based on contextual problems in the class studied. These findings support consideration of this learning approach as an alternative for strengthening both abilities in preservice madrasah ibtidaiyah teacher education. This study enriches the literature on mathematics learning in the context of PGMI education and provides practical guidance for lecturers in designing meaningful, contextual, and reflective learning.