DESIGN OF A BANGGAI CULTURE-INTEGRATED PROJECT-BASED LEARNING MODEL IN A BLENDED LEARNING SETTING TO IMPROVE STUDENTS' MATH LITERACY

Abstract

Students’ mathematical literacy in Indonesian junior high schools remains a significant educational challenge, particularly in solving contextual problems and applying mathematical concepts to real-life situations. This study aimed to develop and evaluate a Banggai culture-based Project-Based Learning (PjBL) model implemented within a blended learning environment to enhance students’ mathematical literacy. The research employed a Research and Development (R&D) approach conducted over a six-month period in Banggai Laut Regency and Banggai Islands Regency. The developed learning model integrates ethnomathematical elements, project-based activities, and online–offline learning modes within a coherent sequence of instructional phases. Data were collected through observations, questionnaires, interviews, documentation, and mathematical literacy tests. Expert validation and field trials indicated that the model met the criteria of validity and practicality. Effectiveness testing using an independent samples t-test revealed a statistically significant improvement in students’ mathematical literacy compared to conventional learning models (t = 2.73, p < 0.05), with a moderate normalized gain score. These findings indicate that a culturally grounded PjBL model implemented through blended learning effectively supports meaningful and contextualized mathematics learning. This study contributes to the development of culturally based instructional models aimed at improving students’ mathematical literacy in secondary education.