Developing Mathematical Literacy Through Geometry Instructional Media: A Quasi-Experimental Study in Middle School Education
DOI:
https://doi.org/10.64780/jole.v1i4.121Keywords:
geometry instruction, instructional media, mathematical literacy, mathematical representation, middle school educationAbstract
Background: Mathematical literacy is a fundamental component of contemporary education because it enables students to interpret, represent, and apply mathematical ideas in meaningful contexts. However, many middle school students experience difficulties in developing mathematical representation skills, particularly in geometry learning, due to the abstract nature of concepts and limited use of effective instructional media. These challenges hinder students’ ability to connect mathematical ideas with real-world situations, which is a core objective of literacy-oriented education.
Aims: This study aims to examine the effectiveness of geometry instructional media in developing students’ mathematical literacy, with a specific focus on improving their mathematical representation skills in middle school learning contexts.
Method: The study employed a quasi-experimental design with a pretest–posttest control group. A total of 60 eighth-grade students were selected through purposive sampling and divided into experimental and control groups. The experimental group received geometry instruction supported by instructional media, while the control group was taught using conventional methods. Data were collected using a validated mathematical representation ability test and analyzed through descriptive statistics, independent sample t-tests, and effect size calculations.
Result: The findings revealed a statistically significant difference between the two groups. Students in the experimental group demonstrated higher posttest scores in mathematical representation skills compared to those in the control group, indicating that geometry instructional media effectively enhanced students’ mathematical literacy.
Conclusion: The study concludes that integrating geometry instructional media into classroom instruction plays a critical role in fostering mathematical literacy by strengthening students’ ability to represent mathematical ideas visually, symbolically, and contextually. Instructional media support deeper conceptual understanding, promote active engagement, and bridge abstract mathematical concepts with real-life applications. These findings highlight the pedagogical importance of literacy-oriented instructional strategies in mathematics education and suggest that the systematic use of instructional media can contribute to more meaningful, inclusive, and effective learning experiences in middle school settings.
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