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Article Content:-
Abstract
This study aims to improve students’ mathematical literacy ability through the implementation of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on the topic of trigonometric ratios. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects of this study were 16 tenth-grade students at SMA GAMA Yogyakarta in the 2024/2025 academic year. The results showed a significant improvement in students’ mathematical literacy ability across each cycle. In the initial test, the average score was 39.05, with a classical mastery level of 13%. After the implementation of Cycle I, the average score increased to 59.68, with a mastery level of 25%. Furthermore, in Cycle II, the average score reached 76.00, with a classical mastery level of 88%, indicating that the predetermined success criteria had been achieved. In terms of aspects, the communication skill showed the most substantial improvement, followed by mathematizing, while reasoning and devising strategies for solving problems still require further enhancement. Overall, the findings indicate that the CORE learning model is effective in gradually improving students’ mathematical literacy ability, particularly in fostering active engagement and meaningful learning.
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References
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