Kerangka teoritis dan konseptual model neon-math untuk meningkatkan numerasi: Integrasi PJBL, UbD, dan deep learning
Keywords:
Deep learning, Numeracy, Project-based learning, Understanding by designAbstract
The development of 21st-century education requires mathematics learning to move beyond procedural skills and emphasize numeracy as a reflective, applicable, and contextual competence relevant to real-life situations. However, previous studies indicate that middle school students still face difficulties in linking mathematical concepts with their applications in authentic contexts. This study aims to examine and formulate the theoretical and conceptual framework of the NEON-Math model (Numeracy Empowerment through Understanding by Design and Project-Based Learning-Oriented Deep Learning in Mathematics), which integrates Project-Based Learning (PjBL), Understanding by Design (UbD), and deep learning as innovative strategies to enhance numeracy. A Systematic Literature Review (SLR) was conducted by analyzing scholarly publications related to numeracy, PjBL, UbD, and deep learning from various academic databases. The synthesis shows that PjBL provides authentic contexts and fosters problem-solving skills, UbD ensures well-structured planning oriented toward meaningful learning outcomes, and deep learning strengthens conceptual understanding as well as critical reflection across disciplines. The integration of these three approaches results in the NEON-Math framework, which not only bridges the gap between theory and practice but also expands the discourse in mathematics education literature. The novelty of this study lies in the formulation of a conceptual model that can serve as a reference for teachers, curriculum designers, and policymakers in developing contextual and meaningful numeracy learning that supports essential 21st-century skills.
Downloads
References
1. Adelia, V., Putri, R. I. I., & Zulkardi. (2024). A Systematic literature review: how do we support students to become numerate? International Journal of Evaluation and Research in Education (Ijere), 13(3), 1816–1824. https://doi.org/10.11591/ijere.v13i3.26849
2. Becker, B., & Hoyer, P. (2024). The anatomy of clinical decision-making: aligning ai design with ICU routines. Journal of Organizational Ethnography, 13(3), 427–451. https://doi.org/10.11591/ijere.v13i3.26849
3. Carpenter, R. E., Coyne, L., Silberman, D., & Takemoto, J. K. (2022). Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study. Journal of Educational Evaluation for Health Professions, 19, 1–8. https://doi.org/10.3352/jeehp.2022.19.29
4. Carter, M. G., Klenowski, V., & Chalmers, C. (2015). Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools. Australian Educational Researcher, 42(5), 595–611. https://doi.org/10.1007/s13384-015-0188-x
5. Causing, R. A., Araquil, A. G., Baldove, L. K. G. O., & Toreno, R. H. (2024). Enhancing numeracy skills for learners at the margin utilizing concrete manipulatives: a community-based participatory action research. International Journal of Research and Scientific Innovation, XI(VII), 1074–1085. https://doi.org/10.51244/ijrsi.2024.1107085
6. Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: a literature review. Mdrc : Building Knowledge to Improve Social Policy, P-12 Education. https://www.mdrc.org/publication/project-based-learning
7. Connolly, C., Carr, E., & Knox, S. (2021). Diving deep into numeracy, cross-curricular professional development. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739X.2021.1986160
8. Cruz, S., Viseu, F., & Lencastre, J. A. (2022). Project-based learning methodology as a promoter of learning math concepts: a scoping review. Frontiers in Education, 7, 953390. https://doi.org/10.3389/feduc.2022.953390
9. Delima, N., Supriyadi, E. I., Aminah, M., Subang, U., Subang, U., & Subang, U. (2025). Geogebra-assisted learning , doing , and repeating ( LDR ). 10(1), 67–78. https://doi.org/https://doi.org/10.22236/KALAMATIKA.vol10no1.2025pp67-78
10. Fauskanger, J., & Bjuland, R. (2018). Deep learning as constructed in mathematics teachers’ written discourses. International Electronic Journal of Mathematics Education, 13(3), 149–160. https://doi.org/10.12973/iejme/2705
11. Florensa, I., Barbero, M., & Martínez-Planel, R. (2024). Comparative analysis between three theoretical approaches through empirical experiences at university level. ZDM - Mathematics Education, 56, 1273–1285. https://doi.org/10.1007/s11858-024-01632-5
12. Galfano, A., & Novara, G. (2008). Methodological bases for systematic reviews. Journal of Andrological Sciences, 15(03), 185–192 .
13. Gao, J. (2023). Research on project-based learning activity design for deep learning capability. Curriculum and Teaching Methodology, 6(20), 125–131. https://doi.org/10.23977/curtm.2023.062019
14. Guizado, J. V., Ortiz, J. Á. R., & Abanto, V. E. C. (2024). Project-based learning model: its implication in the initial training of mathematics teachers. Revista de Gestão Social e Ambiental, 18(7), 1–16. https://doi.org/10.24857/rgsa.v18n7-190
15. Himmi, N., Armanto, D., & Amry, Z. (2025). Implementation of project based learning (pjbl) in mathematics education: a systematic analysis of international practices and theoretical foundations. Science Insights Education Frontiers, 26(2), 4305–4321. https://doi.org/10.15354/sief.25.or699
16. Hussein, S., Khoiruzzadittaqwa, M., Luthfiyah, L., & Alhaq, M. M. (2024). The Effectiveness of project-based learning and problem-based learning in improving student achievement and involvement in learning mathematics. International Journal of Mathematics and Mathematics Education, 2(2), 89–99. https://doi.org/10.56855/ijmme.v2i2.931
17. Irdalisa, I., Zulherman, Z., Elvianasti, M., Widodo, S. A., & Hanum, E. (2024). Effectiveness of project-based learning on steam-based student’s worksheet analysis with ecoprint technique. International Journal of Educational Methodology, 10(1), 123–135. https://doi.org/10.12973/ijem.10.1.923
18. Isnaintri, E., & Novaliyosi, N. (2024). Systematic literature study on numeracy literacy activities: How to implement it. Union: Jurnal Ilmiah Pendidikan Matematika, 12(1), 48–66. https://doi.org/10.30738/union.v12i1.16608
19. Jaster, B. (2020). Using project-based learning as a tool for teaching mathematics in urban elementary schools [University of Central Florida]. http://library.ucf.edu
20. Joshi, S. P. (2021). Evaluation of the implementation of understanding by design. St. Cloud State University.
21. Kamisman, N. H., Din, R., Karim, A. A., Md Yazid, N. H., & Kamisman, N. (2024). Identifying the gap in research on development of game-based learning module using project-based learning for home science subject: a systematic literature review. International Journal of Academic Research in Business and Social Sciences, 14(8), 1497–1509. https://doi.org/10.6007/ijarbss/v14-i8/22524
22. Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16(3), 1023–1042. https://doi.org/10.1007/s11365-020-00635-4
23. Ladyawati, E., & Maftuh, M. S. (2025). Mathematical numeracy literacy ability of high school students in solving math problems. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 8(2), 141–150. https://doi.org/10.26740/jrpipm.v8n2.p141-150
24. Li, C., & Wen, F. (2023). Promoting deep learning in mathematics education —based on understanding by design theory. Academic Journal of Mathematical Sciences, 4(4), 57–61. https://doi.org/10.25236/ajms.2023.040409
25. Lino Ferreira da Silva, M. H., Da Silva Rodrigues, A. J., & Dos Santos Silva, E. C. (2019). Systematic literature review for multimedia learning objects applied to stewart platforms using software engineering methods. International Journal for Innovation Education and Research, 7(1), 1–15. https://doi.org/10.31686/ijier.vol7.iss1.1063
26. Lumbreras, R., & Rupley, W. H. (2020). Pre-service teachers’ application of understanding by design in lesson planning. International Journal of Evaluation and Research in Education, 9(3), 594–599. https://doi.org/10.11591/ijere.v9i3.20491
27. McTighe, J., & Wiggins, G. (2012). Understanding by design® framework. In ASCD. ftp://ftp1.sd34.bc.ca/ProD/VC/BackwardDesign/UbD_WhitePaper0312.pdf
28. Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(7), 1–10. https://doi.org/10.1186/s43031-019-0009-6
29. Moh Slamet Sutrimo, Sajdah, S. N., Sinambela, Y. V. F., & Bagas, R. (2024). Peningkatan literasi numerasi melalui model pembelajaran dan hubungannya dengan kemampuan self-efficacy: Systematic literatur review. JPMI (Jurnal Pembelajaran Matematika Inovatif), 7(1), 61–72. https://doi.org/10.22460/jpmi.v7i1.21650
30. Mubarkah, R. E., Susanti, V. D., & Samsudin, S. (2024). The Implementation of discovery learning integrated with ubd to improve mathematics learning outcomes for vocational high school students. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 10(2), 324–334. https://doi.org/10.29407/jmen.v10i2.23369
31. Nasution, I. fadhila. (2023). Evaluation of project based learning in the context of mathematical ability development. EDUCTUM: Journal Research, 2(2), 40–42. https://doi.org/10.56495/ejr.v2i2.436
32. Nguyen, H. T. M., Nguyen, G. T. C., Thai, L. T. H., Truong, D. T., & Nguyen, B. N. (2024). Teaching mathematics through project-based learning in k-12 schools: a systematic review of current practices, barriers, and future developments. TEM Journal, 13(3), 2054–2064. https://doi.org/10.18421/TEM133-33
33. Niss, M. A., & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9–28. https://doi.org/https://doi.org/10.1007/s10649-019-09903-9
34. Nuraini, N. L. S., Cholifah, P. S., Rini, T. A., Aurelia, D., & Nabila, S. (2025). How project-based collaborative learning affect on numeracy ability of elementary school teacher education students. Psychology, Evaluation, and Technology in Educational Research, 7(2), 153–164. https://doi.org/10.33292/petier.v7i2.256
35. Nurhasanah, N., Ikhsan, M., & Elizar, E. (2024). Enhancing numeracy skills and self-efficacy in junior high school students: a project-based learning approach. International Journal of Research in Education and Science, 10(3), 612–622. https://doi.org/10.46328/ijres.3441
36. OECD. (2019). PISA 2018 Assessment and analytical framework. In OECD Publishing.
37. Pepin, B., Buchholtz, N., & Salinas-Hernández, U. (2025). A scoping survey of chatgpt in mathematics education. In Digital Experiences in Mathematics Education (Vol. 11). Springer International Publishing. https://doi.org/10.1007/s40751-025-00172-1
38. Pérez Torres, M., Couso Lagarón, D., & Marquez Bargalló, C. (2024). Evaluation of steam project-based learning (steam pbl) instructional designs from the stem practices perspective. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010053
39. Rahayu, C., Setiani, W. R., Yulindra, D., & Azzahra, L. (2025). Pendidikan matematika realistik indonesia dalam pembelajaran mendalam (deep learning): tinjauan literatur. Jurnal Pendidikan Matematika Universitas Lampung, 13(1), 9–25. https://doi.org/10.23960/mtk/v13i1.pp9-25
40. Razali, N. H., Ali, N. N. N., Safiyuddin, S. K., & Khalid, F. (2022). Design thinking approaches in education and their challenges: a systematic literature review. Creative Education, 13, 2289–2299. https://doi.org/10.4236/ce.2022.137145
41. Scheerer, K. A. (2022). Science, technology, engineering, and mathematics (STEM) project-based learning (pbl) education: a new mexico case study for equity and inclusion [Unuversitty of New Mexic]. In UNM Digigital Repository. https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1374&context=educ_teelp_etds
42. Siregar, A. R., Alfi, A., Sirait, K., Siahaan, A., Rahmah, D. P., Nabilah, K. ’, & Khadijah, M. (2025). Pedagogical transformation through deep learning in mathematics education: a systematic review of the global literature. International Seminar on Student Research in Education, 2, 193–198. http://journal.ummat.ac.id/index.php/issrestec
43. Sumandya, I. W., Mukminin, A., Widana, I. W., Suryawan, I. P. P., Dewi, N. W. D. P., Hendra, R., & Yaakob, M. F. M. (2025). Development of an instrument to measure students’ and teachers’ perceptions of understanding by design-based mathematics learning evaluation in inclusive schools. Discover Sustainability, 6:797, 1–20. https://doi.org/10.1007/s43621-025-01514-0
44. Susanti, E., & Warniasih, K. (2024). Improving math learning outcomes by implementing numeracy literacy drill exercises. International Conference on Aplied Social Sciences in Education, 1(1), 667–676. https://doi.org/10.31316/icasse.v1i1.6892
45. Tamami, F. Q. A., Shohib, M. W., Maksum, M. N. R., Rabbi, M. F., Daud, Z., Fadli, N., & Wadi, M. F. (2025). The effect of deep learning and problem based learning on active and independent learning with mediation variable. Journal of Research in Instructional, 5(2), 613–628. https://doi.org/10.30862/jri.v5i2.718
46. Widada, W., Nugroho, K. U. Z., Masri, M., Anggoro, A. F. D., Herawaty, D., Jumri, R., & Anggoro, S. D. T. (2025). Enhancing PISA-like mathematical literacy through deep learning assisted by mathos ai for junior high school students. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 11(1), 1–20. https://doi.org/10.29407/jmen.v11i1.25109
47. Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.
48. Zayyinah, Z., Erman, E., Supardi, Z. A. I., Hariyono, E., & Prahani, B. K. (2022). STEAM-integrated project based learning models: alternative to improve 21st century skills. Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021), 627, 251–258. https://doi.org/10.2991/assehr.k.211229.039
49. Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14, 1–14. https://doi.org/10.3389/fpsyg.2023.1202728
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sri Winarni, Rohati, Ade Kumalasari, Marlina
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published with license by LPPM Universitas Jambi. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0 International). This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
