<![CDATA[Mathematical representation ability is an essential competency in mathematics learning because it enables students to express and communicate mathematical ideas through various forms of representation. However, students' mathematical representation ability remains relatively low, indicating the need for instructional approaches that better support its development. This study aimed to analyze differences in mathematical representation ability between students taught using the Visual Thinking approach integrated with Islamic contexts and those taught using Direct Instruction. The study employed a quantitative quasi-experimental method using a post-test-only nonequivalent group design. The sample consisted of 28 students in the experimental class and 23 students in the control class selected through cluster sampling. The research instrument was an essay test of mathematical representation ability that satisfied the required validity and reliability criteria. Data were analyzed using the Mann–Whitney U test at a 5% significance level, followed by effect size analysis. The results showed that the experimental class obtained a higher mean post-test score (84.54) than the control class (72.43). The Mann–Whitney U test indicated a statistically significant difference in the distribution of post-test scores between the two groups (U = 186.50, Z = −2.623, p = .009). The rank-biserial correlation coefficient of 0.421 indicated a small effect. Within the context of this study, students in the experimental class obtained higher post-test mathematical representation scores than students in the control class.]]>
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