The Effectiveness of Contextual Mathematics Learning Based on Religious Moderation in Improving Students’ Numeracy Literacy and Tolerance Attitudes

Abstract

This study examined the effectiveness of contextual mathematics learning integrated with religious moderation in improving students’ numeracy literacy and tolerance attitudes. A quasi-experimental method employing a pretest–posttest nonequivalent control-group design was used with 41 students, comprising 21 in the experimental group and 20 in the control group. Numeracy literacy was measured using a test, while tolerance attitudes were assessed through a questionnaire. Data were analyzed using descriptive statistics, assumption tests, multivariate analysis of variance (MANOVA), univariate tests, and normalized gain (N-gain) analysis. The results showed that mean numeracy literacy scores in the experimental group increased from 61.38 to 82.57, compared with an increase from 60.95 to 70.85 in the control group. Similarly, mean tolerance attitude scores increased from 72.43 to 85.19 in the experimental group and from 71.80 to 76.65 in the control group. The reported MANOVA results indicated a statistically significant multivariate difference between the groups (Wilks’ λ = 0.623, F = 11.84, p < .001, partial η² = 0.377). N-gain scores were also higher in the experimental group for both numeracy literacy (0.55 versus 0.25) and tolerance attitudes (0.46 versus 0.17). These findings suggest that contextual mathematics learning integrated with religious moderation may offer advantages in developing students’ numeracy literacy and tolerance attitudes. However, the nonrandomized design, small sample size, and limited reporting of instrument validity and reliability warrant caution in interpreting the findings and generalizing them to broader student populations.