<![CDATA[Mathematical literacy is an essential competency that enables students to apply mathematical knowledge to solve real-world problems. However, students' mathematical literacy achievement remains relatively low, indicating the need for more effective instructional approaches. This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) model on students' mathematical literacy across different levels of learning motivation in trigonometry. A quantitative approach was adopted, using a quasi-experimental, nonequivalent posttest-only control group design. An initial mathematical ability test was administered solely to examine baseline equivalence between the groups before the intervention. The participants were 47 eleventh-grade students of SMA Mutual Magelang, consisting of an experimental class taught using the CTL model and a control class taught through direct instruction over four 90-minute instructional meetings. Data were collected using a mathematical literacy test and a learning motivation questionnaire and were analyzed using a two-way ANOVA with unequal cell frequencies. The results revealed significant effects of the learning model (F = 4.762,p < 0.05) and learning motivation (F = 26.217,p < 0.05) on students' mathematical literacy. However, no statistically significant interaction effect was found between the learning model and learning motivation (F = 0.061,p > 0.05). Students taught using the CTL model achieved higher mathematical literacy scores than those taught through direct instruction. These findings suggest that the CTL model is effective in improving students' mathematical literacy and that learning motivation is associated with differences in mathematical literacy achievement under the conditions of the present study.]]>
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