The Effectiveness of the Deep Learning Approach through the Problem-Based Learning Model on the Numeracy Skills of Third-Grade Students at SD Inpres Tamalanrea 2 Makassar City

This study aims to describe the implementation, teacher and student activities, and the effectiveness of the deep learning approach through the problem-based learning framework on the numeracy skills of grade-3 students at SD Inpres Tamalanrea 2, Makassar City. The problem stems from low contextual numeracy skills of students in the subject of whole numbers. The method used is a pre-experimental design with a one-group pretest-posttest design. The sample was selected using purposive sampling of 24 students from class IIIc. Data were collected through numeracy tests and observation sheets assessing teacher and student activities, then analyzed using descriptive statistics and the N-Gain Score test. The research outcomes demonstrate that teacher instructional implementation increased from 31.82% (Meeting II) to 88.64% (Meeting V, very good category), and student activity increased from 31.06% to 86.36% (Meeting V, very good category). The average numeracy ability increased significantly from 62.29 on the pretest to 83.33 on the posttest, yielding an N-Gain score of 0.54 (moderate/effective category). In conclusion, the integration of this approach effectively enhances the understanding of numeracy concepts among elementary school students in a meaningful way.