Implementation of Problem-Based Learning with Module Assistance to Enhance Mathematical Literacy in Terms of AQ

Abstract

The current issue in education in Indonesia is the low quality of education, particularly reflected in students' struggles with mathematics literacy. This study aims to analyze the quality of Problem-Based Learning (PBL) with module assistance and examine how students' mathematics literacy profiles are influenced by their Adversity Quotient (AQ) in PBL. This mixed-methods research was conducted with eighth-grade students at SMP Islam Unggulan Fastabiq, involving two classes: experimental and control. The qualitative subjects were selected from the experimental class based on AQ test results, representing three AQ types: climber, camper, and quitter, with two students from each type. Quantitative data analysis was performed using IBM SPSS Statistics, while qualitative data analysis followed steps of data reduction, presentation, and conclusion. The results indicate that the quality of PBL with module assistance is rated as good, as evidenced by: (1) valid teaching materials during planning, (2) effective implementation with positive student feedback, and (3) successful evaluation of students' mathematics literacy. Students with the AQ climber type achieved all six mathematics literacy indicators, while camper-type students met four indicators, and quitter-type students only reached two.