Abstract

This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving students’ mathematical literacy at the senior high school level. A quasi-experimental method with a pretest–posttest control group design was applied to two classes at SMAN 2 Sleman. Descriptive statistics showed that the experimental class experienced a substantial increase in mean scores from 56.25 to 88.50 with a standard deviation decreasing from 6.24 to 5.38, indicating more consistent learning outcomes. Meanwhile, the control class showed a lower improvement, with the mean rising from 55.75 to 76.00, and the standard deviation decreasing from 7.21 to 6.84. The N-Gain results further demonstrated the effectiveness of the PBL model, with the experimental group achieving an N-Gain score of 0.73 (high category) compared to 0.44 (medium category) in the control group. An independent samples t-test revealed no significant difference in the pretest (sig. = 0.543 > 0.05) but confirmed a significant difference in the posttest scores (sig. = 0.000 < 0.05). These findings indicate that PBL enhances key components of mathematical literacy such as reasoning, contextual understanding, and problem-solving because these abilities represent core competencies required to apply mathematics effectively in real-life situations. Therefore, PBL is shown to have a statistically significant impact on strengthening students’ mathematical literacy as a whole.

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