Intan Maulita, Rahmah Johar, Mailizar, Sulastri, Sri Haryani, Ulya Rohaizati
Global warming, triggered by the increase in carbon emissions, has become a serious threat to the sustainability of human life. Mathematics education plays a significant role in raising students’ awareness of environmental issues, particularly through strengthening their numeracy skills. However, Indonesian students’ mathematical literacy remains low (PISA 2022), so there is a need for learning approaches that can enhance both engagement and numeracy, such as Project-Based Learning (PjBL) based on carbon emission issues. This study aims to explore the implementation of the PjBL model within the context of carbon emissions to improve student engagement and numeracy skills. Data were collected using a student engagement questionnaire and a numeracy skills test. Quantitative data were analyzed using t-tests and regression analysis, while qualitative data were obtained through interviews and observations. This research employed a mixed methods design with a sequential approach, involving 30 seventh-grade students from a junior high school in Banda Aceh. The study yielded several key findings. First, the implementation of the PjBL model with a carbon emission context was found to be effective in enhancing student engagement. Second, the implementation of the PjBL model with a carbon emission context was found to be effective in improving students’ numeracy skills. Third, student engagement positively influenced numeracy skills through the application of the PjBL model in the context of carbon emissions. These results open opportunities for further research in developing PjBL tools that integrate real-life contexts relevant to global issues, such as carbon emissions. © 2026 by The Regents of the University of California
Department of Mathematics Education, Universitas Syiah Kuala, Banda Aceh, Indonesia; Department of Chemistry Education, Universitas Syiah Kuala, Banda Aceh, Indonesia; Department of Agricultural Product Technology, Universitas Syiah Kuala, Banda Aceh, Indonesia; The Research Centre of Realistic Mathematics Education, Universitas Syiah Kuala, Banda Aceh, Indonesia
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