<![CDATA[This study is motivated by students’ limited numeracy literacy skills, particularly in processing information, solving contextual problems, and evaluating mathematical results. It aims to explore the effects of integrating a Problem-Based Learning model with a contextual method on students’ literacy and numeracy skills. A nonequivalent pretest–posttest control group design employing a quasi-experimental method was utilized. The population consisted of all eighth-grade students at SMP Negeri 3 Pattallassang (State Junior High School 3 Pattallassang). The sample comprised class VIII.3 as the experimental group and class VIII.2 as the control group, selected using a random sampling technique. Data were collected through observation forms and a numeracy literacy test and were subsequently examined using descriptive and inferential statistics, including normality tests, homogeneity tests, and an independent-samples t-test. The results showed that students’ numeracy literacy skills taught using the direct instruction model were at a moderate level, whereas those taught using the problem-based learning model with a contextual approach were at a high level. This indicates a difference in the mean learning outcomes between the two groups. Furthermore, the relative efficiency analysis revealed that the problem-based learning model with a contextual approach was effective in improving the numeracy literacy skills of eighth-grade students at SMP Negeri 3 Pattallassang.]]>
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