Pengaruh Contextual Teaching and Learning terhadap Literasi NumerasiSiswa SMA: Peran Mediasi Self-Efficacy
DOI:
https://doi.org/10.31851/indiktika.v8i2.21999Keywords:
Contextual Teaching and Learning, Self-Efficacy, numeracy literacy, mediationAbstract
The substandard achievement of Indonesian students' numeracy literacy in PISA 2022, marked by a score of 366 against the OECD average of 472, served as the primary impetus for this study. This research aimed to examine the effect of Contextual Teaching and Learning (CTL) on self-efficacy, evaluate the contribution of self-efficacy to numeracy literacy, and map the role of selfefficacy as a mediating variable. Employing a quantitative approach with a quasiexperimental pretest-posttest control group design, the study involved 64 eleventh-grade students from a public senior high school in Kediri selected via cluster random sampling. Data analysis was conducted using path analysis combined with PROCESS Macro version 5.0, utilizing 5,000 bootstrapping samples. The findings confirmed that the CTL model exerted a significant positive influence on self-efficacy (β = .788; p < .001), and self-efficacy subsequently demonstrated a strong effect on numeracy performance (β = .859; p < .001). Conversely, the direct effect of CTL on numeracy literacy was not statistically significant (p = .074). The indirect effect through self-efficacy as a mediating variable was statistically significant (B = 13.602; 95% BCI [8.281; 19.445]), indicating a full mediation pattern. This study concludes that the improvement of students' numeracy literacy through the CTL model is entirely dependent on the reinforcement of their self-efficacy.
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