PROFIL DAN FAKTOR PEMBEDA LITERASI MATEMATIKA SISWA BERDASARKAN TINGKAT KEMAMPUAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW

Abstract

Mathematical literacy requires students to formulate situations mathematically, employ mathematical concepts and procedures, and interpret and evaluate results in context. This systematic review examined the literacy profiles of secondary students with high and moderate mathematics ability, compared their performance across the formulate–employ–interpret processes, identified reported differentiating factors, and mapped the criteria used to construct ability groups. Following PRISMA 2020, Google Scholar searches were conducted through Publish or Perish using English and Indonesian query families for publications from 2020 to 2026. Of 4,900 records, 2,154 duplicates were removed and 2,746 unique records were screened. Forty full-text reports were assessed, seven were excluded, and 33 studies were included. Eleven studies formed ability groups independently of the literacy outcome and constituted the main synthesis; 22 studies derived groups from the same literacy score and were synthesized separately. High-ability students generally demonstrated more complete modelling, strategic selection, procedural execution, reasoning, and contextual interpretation. Moderate-ability students could often understand and formulate relatively simple problems, but their performance became less consistent in multistep procedures, checking, and interpretation. Interpreting and evaluating results emerged as the most consistent discriminator. Recurrent factors included prior mathematical knowledge, contextual comprehension, representation, strategy selection, accuracy, reasoning, reflection, and communication. Nevertheless, high mathematics ability did not uniformly guarantee high literacy. Heterogeneous thresholds and outcome-derived grouping restrict cross-study comparability; therefore, substantive conclusions should rely primarily on the 11 independently grouped studies.