<![CDATA[The low level of student literacy affects their ability to understand mathematical contexts, particularly in determining appropriate strategies and solutions for problem-solving. This study aims to develop a didactical situation design assisted by Augmented Reality (AR) to improve students’ literacy skills as part of the School Literacy Movement, through an analysis of learning obstacles experienced by seventh-grade students. This research employs the Didactical Design Research (DDR) method, consisting of the prospective, metapedadidactic, and retrospective stages, involving 30 students from Grade 7.2 of SMP Negeri 47 Palembang in the 2025/2026 academic year, as well as the mathematics teacher in the class as respondents. The research data consisted of literacy tests, interviews, and mathematical learning designs, which were analyzed using qualitative interpretative techniques based on the theory of didactical situations. The results indicate that most students experienced difficulties in numerical literacy, particularly in understanding problem contexts and constructing mathematical models. The implementation of the AR-assisted didactical design in adidactical situations using the Pempek Tumpah context supported students’ understanding of the mathematical structures being studied. Metapedadidactic analysis revealed the need for adjustments to the didactical contract and refinement of the learning design through problem-solving activities aligned with students’ cognitive abilities. It can be concluded that the AR-assisted learning design has the potential to enhance students’ literacy skills in mathematics learning.]]>
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