<![CDATA[Mathematical literacy is an important competency that needs to be developed by students in learning mathematics. This study aims to analyze the effect of various learning models on students' mathematical literacy using a quantitative approch to Systematics Literature Review (SLR) with a meta-analysis method. Data were collected through a literature review of relevant articles on mathematical literacy published between 2019 and 2024. The inclusion criteria for the primary study used in this meta-analysis research include the population in the primary study includes students at the junior high school and senior high school levels; the treatments given to the experimental groups are PBL, PJBL, DL, Blended Learning, Flipped Classroom, SIMAS ERIC, RME, PBI, Creative Problem Solving, and CTL, while the treatment given to the control group is the Conventional Learning Model; the outcome in the primary study is mathematical literacy; the type of research is quasi-experimental; statistical data available in the primary study includes sample size, mean, and standard deviation; and the publication year of the primary study is between 2019 and 2024. Of the 80 articles identified, 20 nationally accredited journal articles met the inclusion criteria and were further analyzed using the https://meta-analysis.com/ software to obtain a pooled effect size. The meta-analysis results showed that the implementation of various learning models had a significant impact on improving students' mathematical literacy skills. The study also analyzed several study characteristics, including the year of the study, education level, learning model, and sample size. Statistically, it was found that students' mathematical literacy improvement was influenced by the level of education and the type of learning model applied, with some learning models showing stronger effects depending on students' education level.]]>
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