The Effectiveness of Contextual Teaching and Learning with Articulate Storyline in Improving Mathematical Literacy: A Perspective of High Self-Confidence Students

Background/purpose. Mathematical literacy is an important ability that students must acquire, but several studies indicate that Indonesian students' mathematical literacy remains low. Therefore, this study aims to (1) test the effectiveness of CTL assisted by Articulate Storyline in improving students' mathematical literacy and (2) analyze the mathematical literacy of high self-confidence students in CTL assisted by Articulate Storyline. Materials/methods. This study used a mixed method with a sequential explanatory design. The sample consisted of 64 eighth-grade students selected through multistage random sampling. The subjects were two students with high self-confidence in the experimental class. The instruments included tests, questionnaires, and interview guidelines. Data were analyzed using quantitative (t-test, z-test, and N-gain test) and qualitative (data reduction, data display, and conclusion drawing) methods. Results. The results showed that the students’ mathematical literacy in the experimental class improved individually. Moreover, the mathematical literacy of the experimental class was better than that of the control class in terms of average scores, completion rates, and overall improvement. Students with high self-confidence met all indicators of mathematical literacy during tests and interviews. Conclusion. The study concludes that (1) CTL assisted by Articulate Storyline effectively improves mathematical literacy, and (2) students with high self-confidence generally have excellent mathematical literacy. This study offers original insights by integrating the CTL model with Articulate Storyline media to enhance mathematical literacy among highly self-confident students. Previous research has not widely explored this learning innovation.