Skip to content Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I70026 Volume: 07 Issue: 07 Pages: 259-270 Date: May 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Ibnu Sadono, Riyadi, and Sandra Bayu Kurniawan. (May 2026). The Effect of Problem Based Learning Assisted by Unit Pockets on the Numeracy Skills of Elementary School Students. United International Journal for Research & Technology (UIJRT) , 7 (7), 259-270. Abstract The teaching of numeracy skills in elementary school begins with introducing students to numbers. At this stage, students learn to recognize, write, and arrange numbers. Effective approaches, such as Problem-Based Learning (PBL) and Active Learning, enhance students' critical thinking and mathematical abilities. This study examines the interaction between PBL assisted by Unit Pocket and students' learning motivation on the numeracy skills of grade III elementary school students. Using a quasi-experimental method with a 3x2 factorial design, this research compares two learning models: PBL with Unit Pocket and conventional learning with Unit Ladders. The study evaluates students' motivation levels (high, medium, low) and their impact on numeracy skills. Results reveal that PBL assisted by Unit Pocket significantly improves students' numeracy skills in unit conversion. The experimental class achieved an average score of 89.3, outperforming the control class with 72.4. Retention rates also improved, with the experimental class scoring 82.5 compared to 69.4 and 67.8 in the control class. Furthermore, 94% of experimental class students reported that the PBL method made understanding the material easier, compared to 72% and 68% in the control class. Critical thinking skills also saw a boost, with the experimental class averaging 87.3, surpassing the control class scores of 74.6 and 72.8. These findings highlight the effectiveness of PBL assisted by Unit Pocket in enhancing numeracy and critical thinking skills. Keywords: Problem based learning; unit pockets; numeracy skills; elementary school. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I70026 Volume: 07 Issue: 07 Pages: 259-270 Date: May 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Ibnu Sadono, Riyadi, and Sandra Bayu Kurniawan. (May 2026). The Effect of Problem Based Learning Assisted by Unit Pockets on the Numeracy Skills of Elementary School Students. United International Journal for Research & Technology (UIJRT) , 7 (7), 259-270. Abstract The teaching of numeracy skills in elementary school begins with introducing students to numbers. At this stage, students learn to recognize, write, and arrange numbers. Effective approaches, such as Problem-Based Learning (PBL) and Active Learning, enhance students' critical thinking and mathematical abilities. This study examines the interaction between PBL assisted by Unit Pocket and students' learning motivation on the numeracy skills of grade III elementary school students. Using a quasi-experimental method with a 3x2 factorial design, this research compares two learning models: PBL with Unit Pocket and conventional learning with Unit Ladders. The study evaluates students' motivation levels (high, medium, low) and their impact on numeracy skills. Results reveal that PBL assisted by Unit Pocket significantly improves students' numeracy skills in unit conversion. The experimental class achieved an average score of 89.3, outperforming the control class with 72.4. Retention rates also improved, with the experimental class scoring 82.5 compared to 69.4 and 67.8 in the control class. Furthermore, 94% of experimental class students reported that the PBL method made understanding the material easier, compared to 72% and 68% in the control class. Critical thinking skills also saw a boost, with the experimental class averaging 87.3, surpassing the control class scores of 74.6 and 72.8. These findings highlight the effectiveness of PBL assisted by Unit Pocket in enhancing numeracy and critical thinking skills. Keywords: Problem based learning; unit pockets; numeracy skills; elementary school. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794
Paper Details Subject: Educational Management Paper ID: UIJRTV7I70026 Volume: 07 Issue: 07 Pages: 259-270 Date: May 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Ibnu Sadono, Riyadi, and Sandra Bayu Kurniawan. (May 2026). The Effect of Problem Based Learning Assisted by Unit Pockets on the Numeracy Skills of Elementary School Students. United International Journal for Research & Technology (UIJRT) , 7 (7), 259-270. Abstract The teaching of numeracy skills in elementary school begins with introducing students to numbers. At this stage, students learn to recognize, write, and arrange numbers. Effective approaches, such as Problem-Based Learning (PBL) and Active Learning, enhance students' critical thinking and mathematical abilities. This study examines the interaction between PBL assisted by Unit Pocket and students' learning motivation on the numeracy skills of grade III elementary school students. Using a quasi-experimental method with a 3x2 factorial design, this research compares two learning models: PBL with Unit Pocket and conventional learning with Unit Ladders. The study evaluates students' motivation levels (high, medium, low) and their impact on numeracy skills. Results reveal that PBL assisted by Unit Pocket significantly improves students' numeracy skills in unit conversion. The experimental class achieved an average score of 89.3, outperforming the control class with 72.4. Retention rates also improved, with the experimental class scoring 82.5 compared to 69.4 and 67.8 in the control class. Furthermore, 94% of experimental class students reported that the PBL method made understanding the material easier, compared to 72% and 68% in the control class. Critical thinking skills also saw a boost, with the experimental class averaging 87.3, surpassing the control class scores of 74.6 and 72.8. These findings highlight the effectiveness of PBL assisted by Unit Pocket in enhancing numeracy and critical thinking skills. Keywords: Problem based learning; unit pockets; numeracy skills; elementary school. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Paper Details Subject: Educational Management Paper ID: UIJRTV7I70026 Volume: 07 Issue: 07 Pages: 259-270 Date: May 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Ibnu Sadono, Riyadi, and Sandra Bayu Kurniawan. (May 2026). The Effect of Problem Based Learning Assisted by Unit Pockets on the Numeracy Skills of Elementary School Students. United International Journal for Research & Technology (UIJRT) , 7 (7), 259-270.
Ibnu Sadono, Riyadi, and Sandra Bayu Kurniawan. (May 2026). The Effect of Problem Based Learning Assisted by Unit Pockets on the Numeracy Skills of Elementary School Students. United International Journal for Research & Technology (UIJRT) , 7 (7), 259-270.
Abstract The teaching of numeracy skills in elementary school begins with introducing students to numbers. At this stage, students learn to recognize, write, and arrange numbers. Effective approaches, such as Problem-Based Learning (PBL) and Active Learning, enhance students' critical thinking and mathematical abilities. This study examines the interaction between PBL assisted by Unit Pocket and students' learning motivation on the numeracy skills of grade III elementary school students. Using a quasi-experimental method with a 3x2 factorial design, this research compares two learning models: PBL with Unit Pocket and conventional learning with Unit Ladders. The study evaluates students' motivation levels (high, medium, low) and their impact on numeracy skills. Results reveal that PBL assisted by Unit Pocket significantly improves students' numeracy skills in unit conversion. The experimental class achieved an average score of 89.3, outperforming the control class with 72.4. Retention rates also improved, with the experimental class scoring 82.5 compared to 69.4 and 67.8 in the control class. Furthermore, 94% of experimental class students reported that the PBL method made understanding the material easier, compared to 72% and 68% in the control class. Critical thinking skills also saw a boost, with the experimental class averaging 87.3, surpassing the control class scores of 74.6 and 72.8. These findings highlight the effectiveness of PBL assisted by Unit Pocket in enhancing numeracy and critical thinking skills. Keywords: Problem based learning; unit pockets; numeracy skills; elementary school. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
The teaching of numeracy skills in elementary school begins with introducing students to numbers. At this stage, students learn to recognize, write, and arrange numbers. Effective approaches, such as Problem-Based Learning (PBL) and Active Learning, enhance students' critical thinking and mathematical abilities. This study examines the interaction between PBL assisted by Unit Pocket and students' learning motivation on the numeracy skills of grade III elementary school students. Using a quasi-experimental method with a 3x2 factorial design, this research compares two learning models: PBL with Unit Pocket and conventional learning with Unit Ladders. The study evaluates students' motivation levels (high, medium, low) and their impact on numeracy skills. Results reveal that PBL assisted by Unit Pocket significantly improves students' numeracy skills in unit conversion. The experimental class achieved an average score of 89.3, outperforming the control class with 72.4. Retention rates also improved, with the experimental class scoring 82.5 compared to 69.4 and 67.8 in the control class. Furthermore, 94% of experimental class students reported that the PBL method made understanding the material easier, compared to 72% and 68% in the control class. Critical thinking skills also saw a boost, with the experimental class averaging 87.3, surpassing the control class scores of 74.6 and 72.8. These findings highlight the effectiveness of PBL assisted by Unit Pocket in enhancing numeracy and critical thinking skills.
Keywords: Problem based learning; unit pockets; numeracy skills; elementary school.
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City
Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026
Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School
Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026
Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement
Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026
Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc.
The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026
The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning
Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026
Instructional Leadership Support and Professional Growth Among TVL Teachers
Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026
Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements
Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026
Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action
Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026
Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data
Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes
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