Siti Maysarah, Dian Armanto, Sahat Saragih
Mathematical literacy—the ability to formulate, apply, and interpret mathematics in diverse contexts—is essential for addressing real-life challenges in the 21st century. However, many students struggle with this competency due to traditional procedural teaching methods that lack cultural relevance and technological integration. This study examines the impact of an Ethno-Project-Based Learning (Ethno-PjBL) model supported by GeoGebra on students' mathematical literacy. Using a quasi-experimental design, 212 senior high school students from three accredited public schools in Karo Regency, North Sumatra, Indonesia, were divided equally into an experimental group (Ethno-PjBL with GeoGebra) and a control group (conventional instruction). Mathematical literacy assessment utilized a test based on PISA indicators. After confirming non-normal data distribution, the Mann–Whitney U test revealed a significant difference between the groups (p = 0.015), with the experimental group outperforming the control group. These results suggest that integrating cultural contexts with technology through the Ethno-PjBL model effectively enhances students' mathematical literacy—even during a brief intervention period, as demonstrated in this study. © 2026, City University of New York. All rights reserved.
Universitas Negeri Medan, Indonesia; Universitas Islam Negeri Sumatera Utara, Indonesia
