The Impact of Contextual Teaching and Learning on Mathematical Literacy and Its Five Aspects Across Educational Levels: A Systematic Literature Review

Fonsa Gerosa Yunny Hestisuci, Jailani Jailani

Abstract


This study aims to describe the influence of implementing the Contextual Teaching and Learning (CTL) approach on improving students’ mathematical literacy skills across various educational levels. The study employs a Systematic Literature Review method involving 30 selected articles that discuss the application of CTL in mathematical literacy and its five components. The findings indicate that the implementation of CTL consistently enhances all aspects of mathematical literacy significantly compared to conventional methods. In addition, supporting factors were identified, including the relevance of learning materials to real-world contexts, the active role of teachers, and the use of technology. Conversely, inhibiting factors include limited teacher competence, restricted instructional time, and inadequate ICT facilities. Previous studies also exhibit limitations such as small sample sizes, short intervention durations, and incomplete research designs. Overall, CTL has been proven to positively contribute to improving mathematical literacy within real-world-based learning contexts.

Keywords


Impact; Influence; Effect; Contextual Teaching and Learning; Mathematical Literacy; Representation; Problem Solving; Connections; Reasoning; Communication

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References


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