Implementation of the Educational Intervention Program to Improve the Quality of Learning at SD Negeri 018 Galang

Abstract

The educational intervention program integrates theoretical knowledge with classroom practice at SD Negeri 018 Galang. This study examined the effect of a problem-based learning (PBL) model on students’ literacy and numeracy skills. A pre-test and post-test experimental design was employed with a sample of 15 students. The instruments consisted of expert-validated literacy and numeracy tests. Data were analyzed using normality tests, Wilcoxon signed ranks tests, and paired sample t-tests. The pre-test results indicated that literacy scores were not normally distributed (p = 0.010), while post-test literacy scores showed a normal distribution (p = 0.165). Numeracy scores, both before and after the intervention, were normally distributed. Of the 15 participants, 12 students experienced a decline in literacy scores (Z = −2.458, p = 0.014). A significant difference was found between pre-test and post-test scores (t = −3.287, p = 0.005), suggesting the need for careful evaluation of the learning model. Overall, the findings revealed a decrease in literacy outcomes, indicating that the applied strategies require adjustment to better support learning. In contrast, numeracy outcomes showed significant improvement, reflecting effective problem-based learning through contextual activities and educational games related to daily experiences.