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All Journal Math Educa Journal Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences
Mutia Eliza
IAIN Kerinci
Education Environmental Science Mathematics Physics Other

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THE EFFECT OF THE GREEN EDUCATION BASED CONTEXTUAL TEACHING AND LEARNING MODEL ON STUDENTS’ MATHEMATICAL LITERACY SKILLS Mutia Eliza; Maradona Maradona
Math Educa Journal Vol 9, No 2 (2025)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v9i2.13273

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.
Implementasi Implementasi Pendekatan Multisensori Dalam Pembelajaran Matematika: Analisis Efektivitas Gaya Belajar Visual, Auditori, Dan Kinestetik Terhadap Siswa Elvina Asmi; Mutia Eliza; Leni Agus Meria; Maradona Maradona
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 3 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i3.448

Abstract

Mathematics is an abstract and hierarchical discipline, which often poses challenges to students’ understanding. Many students experience difficulties not solely due to the complexity of the subject matter, but rather because the instructional strategies employed are not aligned with their individual learning characteristics. The diversity of students’ learning characteristics demands adaptive and inclusive instructional approaches. This study aims to analyze the effectiveness of implementing a multisensory approach in mathematics learning from the perspective of visual, auditory, and kinesthetic learning styles. The study used a quasi-experimental design with a pretest–posttest control group design. The subjects were eighth-grade students at SMPN 27 Kerinci, consisting of 9 students in the experimental class and 8 students in the control class. The research instrument was a mathematics learning achievement test administered before and after the treatment. The results showed a significant difference between the learning outcomes of students taught using a multisensory approach and conventional learning. The average increase in learning outcomes in the experimental class was higher than in the control class, with the N-Gain value in the medium category, while the control class was in the low category. The results of the independent sample t-test showed a significance value less than 0.05, indicating that the multisensory approach was proven effective in improving mathematics learning outcomes.
Co-Authors ELVINA ASMI Leni Agus Meria Maradona Maradona