Effects of the Contextual Teaching and Learning Model on Mathematical Literacy and Learner Autonomy among Fourth-Grade Students at SD Negeri 13 Andoolo

Abstract

Mathematical literacy and learner autonomy are essential for enabling elementary school students to apply mathematical ideas in meaningful contexts and manage their own learning. This study examined changes in both outcomes following the implementation of the Contextual Teaching and Learning (CTL) model among fourth-grade students at SD Negeri 13 Andoolo. A quantitative pre-experimental approach using a one-group pretest-posttest design was employed. The sample comprised 13 students. Mathematical literacy was measured using a five-item constructed-response test, whereas learner autonomy was assessed using a 20-item Likert-scale questionnaire. The data were analyzed using descriptive statistics, assessed for normality with the Shapiro-Wilk test, and examined through paired-samples t-tests at the .05 significance level. Mean mathematical literacy scores increased from 47.69 to 80.38, while mean learner autonomy scores increased from 53.77 to 72.46. Both paired comparisons produced an SPSS significance output of 0.000 (p < .001). These findings indicate significant pretest-posttest improvements following the implementation of CTL; however, the absence of a control group limits causal interpretation.