Abstract
Mathematical literacy is an individual’s capacity to formulate, employ and interpret mathematics in a variety of contexts. The purpose of this study was to review the comparison of enhancement in mathematical literacy between students who received problem-based learning and other group of students who received guided discovery learning based on initial mathematical ability in overall and level of initial mathematical ability (high, medium, and low). This research was conducted at a junior high school in Jakarta. The method used in this study was quasi-experimental with 66 students as the samples. The instrument used to collect the data was mathematical literacy test. The results showed that enhancement in mathematical literacy of the students receiving problem-based learning was higher than the students who received guided discovery learning based on initial mathematical ability on overall and those who started on medium level of ability. However, the enhancement in mathematical literacy of the students receiving problem-based learning was not higher than the students who received guided discovery learning based on high and low level of initial mathematical ability.
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