Contextual teaching and learning-wordwall vs tradisional model: Analisis efektifitas model terhadap kemampuan literasi matematis

Authors

  • Fuji Lestari Suherman Institut Keguruan dan Ilmu Pendidikan Siliwangi
  • Gida Kadarisma IKIP Siliwangi
  • Heris Hendriana IKIP Siliwangi

DOI:

https://doi.org/10.22460/jpmi.v8i6.28265

Keywords:

Mathematical Literacy, Contextual Teaching and Learning, Wordwall, traditional model

Abstract

This study aims to analyze the effectiveness of the Contextual Teaching and Learning (CTL) approach assisted by Wordwall media in improving the mathematical literacy skills of junior high school students. The study used a parallel design with two eighth-grade classes. The research instruments were mathematical literacy tests based on PISA indicators and student response questionnaires. The results of the analysis showed that the average N-Gain of the experimental class was 0.6095, higher than that of the control class, which was 0.4975. The Independent Sample T-Test with a significance value of 0.019 showed a significant difference in the increase in mathematical literacy between the two classes. In addition, the One Sample T-Test significance value of 0.0025 confirmed that the average posttest score of the experimental class exceeded the school's minimum passing grade, while the questionnaire showed that the majority of students responded positively to CTL learning assisted by Wordwall, with a mode of 3 (agree) on all indicators. Thus, the application of CTL assisted by Wordwall proved to be more effective than the lecture method in improving mathematical literacy skills through active, contextual, and interactive learning.

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Published

2025-11-30

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Vol. 8 No. 6 (2025): JPMI

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