Enhancing Mathematical Literacy Through Contextual Learning Based on Real-World Problems

Abstract

Mathematical literacy requires students to use mathematical reasoning, representations, and problem-solving strategies to address meaningful real-world situations. However, students often experience difficulties when transferring mathematical knowledge from routine procedures to contextual and non-routine problems. This study investigated the effectiveness of Problem Based Learning (PBL) assisted by GeoGebra in strengthening mathematical competencies that underpin mathematical literacy, particularly mathematical problem solving and reasoning. A quantitative quasi-experimental method with a pretest–posttest control group design was employed. The participants were 64 eighth-grade students from two mathematics classes at a junior secondary school in Indonesia during the 2025/2026 academic year, consisting of 32 students in the experimental group and 32 in the control group. The intervention was conducted over four weeks through eight 90-minute lessons. The experimental group learned through contextual problems, collaborative investigation, PBL activities, and GeoGebra-supported visualization, whereas the control group received conventional instruction. The results showed that problem-solving scores in the experimental group increased from 54.31 to 81.56, while reasoning scores increased from 51.75 to 79.84. The normalized gains were 0.60 and 0.58, respectively, compared with 0.34 and 0.32 in the control group. ANCOVA demonstrated significant treatment effects for problem solving, F(1,61) = 34.62, p < .001, partial η² = .363, and reasoning, F(1,61) = 31.47, p < .001, partial η² = .342. The findings indicate that contextual PBL assisted by GeoGebra effectively strengthens problem solving and reasoning as important foundations of mathematical literacy.