The Implementation of the Inquiry-Based Learning Model in Improving Elementary School Students' Numeracy and Literacy Skills
Authors
Tiara Maharani Suroso
Universitas Alma Ata
Agata Pritha Kinanditya
Universitas Kuningan
Abstract
This study analyzes the effect of the inquiry-based learning model on elementary school students’ numeracy literacy skills. Using a pre-experimental one-group pretest–posttest design with 30 fifth-grade students, data were collected via essay-based tests. The results showed a significant increase in numeracy literacy, with the average score rising from 59.77 on the pretest to 82.53 on the posttest. Statistical validation through a paired-samples t-test yielded a t-value of -145.275 (p < 0.05), confirming that the improvement was not due to random chance. Furthermore, an N-Gain analysis of 0.788 indicates a high level of improvement. Deeper analysis using the Pearson product–moment correlation revealed a very strong positive relationship of 0.991 (p = 0.000) between pretest and posttest scores. This demonstrates that student progress was highly consistent across the group, meaning the intervention effectively benefited both high- and low-achieving students similarly. These findings suggest that inquiry-based learning effectively enhances numeracy literacy by encouraging active involvement and contextual problem-solving.