<![CDATA[Indonesian students' mathematical literacy has consistently ranked low based on PISA 2000–2022 results, consistent with the low mathematical literacy of eighth-grade students at SMP Negeri 5 Semarang in understanding contextual problems and constructing mathematical models. This study examines the effectiveness of Discovery Learning assisted by GeoGebra on students' mathematical literacy, as well as how the patterns of mathematical literacy differ across levels of self-efficacy, using a mixed-methods sequential explanatory design. The quantitative phase employed a posttest-only control group design with experimental and control classes (n=32 each) selected through cluster random sampling, analyzed using t-tests and z-tests. The qualitative phase involved six students purposively selected based on self-efficacy categories, analyzed through tests, semi-structured interviews, and triangulation. Results show that GeoGebra-assisted Discovery Learning was effective across all tested indicators. Students with high self-efficacy fulfilled almost all indicators of mathematical literacy, students with moderate self-efficacy tended to excel in the procedural aspect but were weak in reasoning, while students with low self-efficacy experienced fundamental obstacles at the stage of translating problems into mathematical models. These findings emphasize the importance of integrating student-centered learning models, dynamic visualization media, and attention to students' psychological factors in mathematics instruction.]]>
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