<![CDATA[This study examined the effectiveness of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) assisted by Digital Books in improving the mathematical literacy of fifth-grade elementary school students. A quantitative quasi-experimental study used a pretest-posttest non-equivalent control group design with 90 students at SDN Pancawati II, Indonesia. The students were assigned to three groups: PBL assisted by Digital Books, PjBL assisted by Digital Books, and conventional learning. Data were collected through validated mathematical literacy tests and observations of teacher and student activities. The data were analyzed using Shapiro-Wilk, Levene’s test, paired-sample t-tests, One-Way ANOVA, Tukey HSD, and N-Gain. The results showed significant pretest-posttest improvements in all groups (p < .001). The PBL group obtained the highest posttest mean (85.97) and N-Gain (0.7949), followed by the PjBL group (81.13; 0.7735) and the conventional group (60.90; 0.6994). ANOVA showed significant differences among the three groups, and Tukey HSD confirmed significant pairwise differences. These findings indicate that both Digital Book-assisted models are effective, while PBL provides the strongest improvement in mathematical literacy.]]>
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