The Effectiveness of Problem-Based Learning on Mathematical Literacy: A Systematic Review in Elementary Education

Abstract

Mathematical literacy is a fundamental competency, yet Indonesian students consistently underperform in international assessments. Traditional teacher-centered approaches prove inadequate for fostering students' ability to apply mathematical concepts in real-world contexts. This systematic literature review aimed to analyze the effectiveness of Problem-Based Learning (PBL) in enhancing mathematical literacy among elementary school students. Following PRISMA guidelines, a systematic search was conducted across multiple databases for publications from 2010 to 2024. Ten high-quality studies demonstrated consistent positive effects of PBL on mathematical literacy development, with interventions yielding 23-42% improvements in problem-solving and reasoning skills compared to traditional methods. This evidence supports PBL as a highly effective pedagogical approach for enhancing mathematical literacy. However, this review is limited to studies published within a specific timeframe and may not capture all relevant research. Future research should explore critical success factors and the long-term impact of PBL implementation in diverse contexts, including its influence on teacher development and curriculum reform.