An Analysis of Tenth Grade Students’ Numeracy Literacy After Experiencing Learning Through Problem Based Learning Flipped Classroom

Abstract

Numeracy and literacy in trigonometry are important for solving contextual mathematical problems and applying mathematical concepts in daily life. However, many students still have difficulties in representing angles of elevation and depression, creating visual representations, choosing appropriate trigonometric ratios, applying procedures, and writing accurate calculation results. This study aimed to describe the implementation of the Problem Based Learning Flipped Classroom model in teaching trigonometric ratios and to analyze students’ Numeracy Literacy after the learning process. This research used a qualitative descriptive method involving students of class X C at Stella Duce 2 Senior High School, Yogyakarta, in the 2025/2026 academic year. Data were collected through field notes, written tests, and interviews. The results showed that students achieved the knowing level of Numeracy Literacy well, but the applying and reasoning levels still needed improvement, especially in organizing and implementing problem solving plans. Interviews with five selected students supported these findings. In conclusion, the Problem Based Learning Flipped Classroom model provided opportunities for students to develop numeracy literacy through independent learning, collaborative problem solving, and reflection activities, although additional scaffolding is still needed to strengthen applying and reasoning skills in trigonometric contexts.

Abstrak:

Kemampuan numerasi dalam trigonometri penting untuk menyelesaikan masalah matematika kontekstual dan menerapkan konsep matematika dalam kehidupan sehari-hari. Namun, banyak siswa masih mengalami kesulitan dalam merepresentasikan sudut elevasi dan depresi, membuat representasi visual, memilih perbandingan trigonometri yang tepat, menerapkan prosedur penyelesaian, serta menuliskan hasil perhitungan secara akurat. Penelitian ini bertujuan untuk mendeskripsikan implementasi model pembelajaran Problem Based Learning Flipped Classroom pada materi perbandingan trigonometri dan menganalisis kemampuan numerasi siswa setelah mengikuti proses pembelajaran. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek siswa kelas X C SMA Stella Duce 2 Yogyakarta tahun ajaran 2025/2026. Data dikumpulkan melalui catatan lapangan, tes tertulis, dan wawancara. Hasil penelitian menunjukkan bahwa kemampuan numerasi siswa pada level knowing telah tercapai dengan baik, sedangkan level applying dan reasoning masih perlu ditingkatkan, terutama dalam menyusun dan mengimplementasikan rencana penyelesaian masalah. Hasil wawancara dengan lima siswa yang dipilih untuk mengklarifikasi temuan tersebut. Dengan demikian, model pembelajaran Problem Based Learning Flipped Classroom dapat mendukung pemahaman siswa terhadap materi perbandingan trigonometri, meskipun masih diperlukan pendampingan lebih lanjut untuk memperkuat kemampuan berpikir tingkat tinggi siswa.