KOSMARA-STEM: Development and evaluation of an integrated RME–PBL–STEM instructional model for supporting numeracy literacy among Indonesian grade V elementary students

Ardi Dwi Susandi; Thesa Kandaga; Vivi Rindastri

doi:10.58524/jasme.v6i4.1634

Authors

Ardi Dwi Susandi Universitas Terbuka, Indonesia
Thesa Kandaga Universitas Terbuka, Indonesia
Vivi Rindastri Universitas Terbuka, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i4.1634

Keywords:

Elementary Education, Instructional Model, KOSMARA-STEM, Numeracy Literacy, STEM Education

Abstract

Background: Numeracy literacy remains a challenge in Indonesian elementary education, highlighting the need for instructional models that integrate contextual reasoning, collaborative problem-solving, and interdisciplinary learning.

Aims: This study aimed to develop and evaluate KOSMARA-STEM, an instructional model integrating Realistic Mathematics Education (RME), Problem-Based Learning (PBL), and STEM to support fifth-grade students’ numeracy literacy.

Method: Guided by Plomp’s educational design research framework, the study involved 560 students from 20 elementary schools in Cirebon, Indonesia, through small-scale (n = 140) and large-scale (n = 420) trials. Model validity, implementation practicality, and numeracy outcomes were assessed using expert evaluations, classroom observations, questionnaires, and a single-group pretest–posttest design.

Results: Expert evaluations confirmed high model validity (M = 3.74/4.00) and instrument validity (M = 3.77/4.00). Implementation fidelity averaged 85.8%, while 89.5% of student responses were positive. Numeracy scores increased from 62.4 to 82.7 (N-Gain = 0.54; Cohen’s dz = 1.58; p < .001).

Conclusion: KOSMARA-STEM demonstrated satisfactory validity, classroom feasibility, and promising short-term numeracy improvements. However, its effectiveness requires confirmation through controlled experimental studies.

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