Efektivitas Model ARCS terhadap Kemampuan Numerasi Siswa Melalui Pembelajaran Kontekstual “Seblak Prasmanan”

Elementary school students require engaging and relevant instruction to help them develop essential numeracy skills. Mathematics education should be designed to actively involve students and assist them in connecting classroom material to real-life situations. This study aims to examine the impact of contextual learning using a "Seblak Prasmanan" (buffet-style seblak) exercise on the numeracy skills of fourth-grade students at SDN Terpadu Karang Kemiri. The ARCS instructional model consists of four components: attention, relevance, confidence, and satisfaction. This quantitative study employs a post-test control group design within a quasi-experimental framework. The total sample of 36 students was divided into an experimental group (20 students) and a control group (16 students). Within the context of the "Seblak Prasmanan" activity, the experimental group was taught using the ARCS model, while the control group was taught using more conventional methods. Data were collected through numeracy tests and learning motivation questionnaires. Following the assessment, the experimental group achieved an average score of 79.90, compared to an average of 72.56 for the control group. An independent-samples t-test yielded a t-value of 3.826, with a p-value of less than 0.001. Furthermore, 75% of the students in the experimental group successfully reached the established proficiency level. These results demonstrate that the ARCS instructional model, integrated with the "Seblak Prasmanan" contextual learning approach, is highly effective in enhancing students' mathematical skills. As an alternative pedagogical strategy, this concept helps students bridge the gap between classroom content and their daily lives.