PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS KONTEKSTUAL DALAM MENINGKATKAN LITERASI NUMERASI SISWA KELAS 6 MI MUHAMMADIYAH 11 SUMBERAGUNG

This study aims to develop a contextual-based mathematics learning module to improve the numeracy literacy of sixth-grade students at MI Muhammadiyah 11 Sumberagung and their response to the module. The background of this study is based on preliminary observations showing that students' low numeracy literacy skills are caused by a lack of relevance between the material and everyday contexts, low reading interest, and limited learning resources used by teachers. There is also a discrepancy between the requirements of the Merdeka Curriculum and teaching practices that are still focused on textbooks without contextual teaching materials, highlighting the importance of providing modules that link mathematical concepts to real-life contexts. This research contributes to the development of context-based modules specifically designed for MI students, differing from previous studies that focused on digital media or general modules. The research method used was Research and Development (R&D) with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data was collected through observation, interviews, expert validation, numeracy literacy tests, and student response questionnaires. The module material focused on the topics of cubes and blocks, accompanied by contextual illustrations from the students' daily lives. The results of validation by subject matter and language experts showed an average score of 3.57, which is categorised as ‘Very Suitable’. A trial was conducted on 10 students through a pre-test and post-test in one essay question covering three indicators of numeracy literacy to measure the effectiveness of the module, and an increase in learning outcomes was obtained with an effectiveness of 81.92%, which is categorised as ‘Effective’. In addition, student responses to the module were assessed as very positive with an average score of 3.64, which falls into the ‘Very Interesting’ category. Based on these results, this module is declared very feasible, effective, and interesting to use as teaching material to support the improvement of numeracy literacy in primary schools.