<![CDATA[Kemampuan literasi matematis merupakan keterampilan esensial yang harus dimiliki individu dalam menghadapi berbagai tantangan di era abad ke-21. Namun, kemampuan literasi matematis siswa Indonesia masih tergolong rendah. Salah satu penyebabnya adalah penerapan pembelajaran yang kurang kontekstual, sehingga siswa mengalami kesulitan dalam memahami informasi yang terdapat dalam soal literasi matematis. Penelitian ini bertujuan untuk mengkaji perbedaan pencapaian kemampuan literasi matematis antara siswa yang mengikuti pembelajaran dengan pendekatan Culturally Responsive Teaching (CRT) dan siswa yang mengikuti pembelajaran konvensional. Metode yang digunakan adalah quasi eksperimen dengan desain Non-Equivalent Control Group, di mana perbedaan pencapaian literasi matematis dianalisis secara komparatif. Studi ini dilaksanakan pada semester genap tahun ajaran 2024/2025 di salah satu Sekolah Menengah Pertama Negeri di Kabupaten Cianjur, Jawa Barat. Sampel penelitian terdiri dari 32 siswa kelas eksperimen yang menerima pembelajaran CRT dan 34 siswa kelas kontrol yang memperoleh pembelajaran konvensional. Instrumen pengumpulan data berupa tes kemampuan literasi matematis. Hasil menunjukkan bahwa rata-rata skor post-test literasi matematis siswa kelas CRT sebesar 30,91, sedangkan siswa kelas konvensional memperoleh rata-rata skor 22,68, dengan Skor Maksimal Ideal sebesar 50. Analisis data dilakukan menggunakan uji statistik non-parametrik Mann-Whitney pada tingkat signifikansi 5%. Nilai p-value yang diperoleh sebesar 0,003 (< 0,05) mengindikasikan adanya perbedaan yang signifikan dalam pencapaian kemampuan literasi matematis antara siswa yang mengikuti pembelajaran dengan pendekatan CRT dan siswa yang menerima pembelajaran konvensional. Mathematical literacy skills are essential for individuals to face the various challenges of the 21st century. However, Indonesian students' mathematical literacy skills are still relatively low. One of the reasons for this is the lack of contextual learning, which makes it difficult for students to understand the information contained in mathematical literacy questions. This study aims to examine the differences in mathematical literacy achievement between students who participated in Culturally Responsive Teaching (CRT) and those who received conventional instruction. The method used was a quasi-experimental design with a Non-Equivalent Control Group, where differences in mathematical literacy achievement were analysed comparatively. The study was conducted during the second semester of the 2024/2025 academic year at a junior high school in Cianjur Regency, West Java. The research sample consisted of 32 students in the experimental class, who received CRT, and 34 students in the control class, who received conventional instruction. The data collection instrument was a mathematical literacy test. The results showed that the average post-test score for mathematical literacy in the CRT class was 30.91, while the conventional class achieved an average score of 22.68, with a maximum ideal score of 50. Data analysis was conducted using the non-parametric Mann-Whitney statistical test at a significance level of 5%. The p-value obtained was 0.003 (< 0.05), indicating a significant difference in mathematical literacy achievement between students who participated in CRT-based learning and those who received conventional learning.]]>
