Instructional Models For Enhancing Students’ Mathematical Literacy in Secondary Education: A Systematic Literature Review

Abstrak

Various instructional models have been developed to improve students' mathematical literacy; however, empirical evidence regarding their characteristics and effectiveness remains fragmented across the literature. This study aimed to identify, classify, and synthesize the instructional models used to enhance mathematical literacy among secondary school students. A systematic literature review (SLR) was conducted following the PRISMA 2020 guidelines. The literature search was performed in the Scopus and Education Resources Information Center (ERIC) databases and included peer-reviewed journal articles published between 2017 and 2026. Of the 95 records initially identified, 24 studies met the inclusion criteria and were included in the final synthesis. The findings indicate that the use of contextual, authentic, and culturally relevant problems is the most prominent characteristic of mathematics instruction for developing mathematical literacy. In addition, Problem-Based Learning (PBL), Project-Based Learning (PjBL), STEM/STEAM-based approaches, digital technology integration, and Realistic Mathematics Education (RME) were the instructional models most frequently implemented. Most studies reported improvements in students' mathematical literacy following the implementation of these models, particularly when instruction incorporated problem-solving, mathematical modeling, collaboration, reflection, and meaningful uses of technology. Nevertheless, the available evidence is largely concentrated in the Indonesian context and exhibits considerable methodological diversity. Future research should therefore examine the effectiveness of instructional models across more diverse educational contexts and investigate their long-term impact on the development of students' mathematical literacy.