THE EFFECT OF THE GREEN EDUCATION BASED CONTEXTUAL TEACHING AND LEARNING MODEL ON STUDENTS’ MATHEMATICAL LITERACY SKILLS
Abstract
This study aims to determine the effect of the Green Education–based Contextual Teaching and Learning (CTL) model on students’ mathematical literacy skills. The study is motivated by the low level of mathematical literacy among eleventh-grade students at SMA Negeri 2 Kerinci in relating mathematical concepts to real-life problems, particularly those associated with environmental issues. The research employed a quasi-experimental method with a randomized control only design. The population of this study consisted of all eleventh-grade students at SMA Negeri 2 Kerinci. The sample included class XIB as the experimental group, which received instruction using the Green Education–based CTL model, and class XIA as the control group, which received conventional instruction. The research instrument was a mathematical literacy test. The results revealed that there was a significant effect of the Green Education–based CTL model on students’ mathematical literacy skills. This is evidenced by the hypothesis testing results, which showed a significance value of 0.027 < 0.05, indicating that H₀ was rejected and H₁ was accepted. Therefore, students taught using the Green Education–based CTL model demonstrated better mathematical literacy skills than those taught through conventional learning. The implications of this study suggest that the Green Education–based CTL model can be used as an effective alternative learning model to improve students’ mathematical literacy skills, particularly in advanced statistics material.
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DOI: https://doi.org/10.15548/mej.v9i2.13273
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Jl. Prof. Mahmud Yunus Lubuk Lintah, Anduring, Kec. Kuranji, Kota Padang, Sumatera Barat 25153 Email: [email protected] |
