PERAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS KONTEKSTUAL DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN LITERASI NUMERASI SISWA
Abstract
Low problem-solving ability and numeracy literacy remain persistent issues in Indonesian mathematics education. The Contextual Teaching and Learning (CTL) approach is considered relevant because it connects learning material to students' real-life experiences. This study aims to (1) identify the characteristics of CTL-based mathematics learning modules, (2) evaluate their effectiveness on problem-solving skills and numeracy literacy, and (3) analyze challenges and opportunities for their development. A Systematic Literature Review (SLR) guided by PRISMA was conducted, searching Google Scholar, Crossref, and OpenAlex with keywords related to "Contextual Teaching and Learning," "Problem Solving," and "Numeracy Literacy." Of 6,400 articles identified, 22 passed multi-stage screening (2022–2026). Findings show CTL modules are predominantly developed using the ADDIE and 4D models, incorporating variants such as REACT, CEICT, and CTL-STEM. CTL modules effectively improve problem-solving ability (meta-analysis of 23 studies, Hedges' g = 0.819) and numeracy literacy (individual study, Hedges' g = 1.12). Challenges include limited teacher readiness and scarcity of modules integrating both competencies, while opportunities lie in digital e-module development and alignment with Indonesia's Minimum Competency Assessment (AKM) policy
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DOI: https://doi.org/10.30601/dedikasi.v10i2.7958
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