Analysis of Mathematical Literacy Skills through the Think-Talk-Write (TTW) Model Assisted by GeoGebra in Terms of Students’ Self-Efficacy

Mathematical literacy is a crucial competency that enables students to apply mathematical concepts effectively in real-life problem-solving contexts. However, empirical evidence shows that students’ mathematical literacy levels remain relatively low, particularly in elementary mathematics learning. This study aims to analyze students’ mathematical literacy skills through the implementation of the Think-Talk-Write (TTW) learning model assisted by GeoGebra, viewed from the perspective of students’ self-efficacy. The research employed a mixed-methods approach with a sequential exploratory design, combining qualitative and quantitative data to provide a comprehensive understanding of the intervention’s impact. The study was conducted at SDN Banjar Aur 2, where class IVA served as the experimental group and class IVB as the control group. Research instruments included mathematical literacy test items, a self-efficacy questionnaire, and validated learning tools. Qualitative data were collected through interviews, observation, and documentation, while quantitative data were obtained from mathematical literacy test results. The findings revealed that the TTW model assisted by GeoGebra significantly enhanced students’ mathematical literacy skills compared to the conventional learning approach. The average validity score of the learning tools reached 89.50% (very good), the practicality score reached 92.71% (very good), and the implementation level achieved 90.98% (very good). Moreover, students with higher self-efficacy demonstrated greater engagement and problem-solving persistence, contributing to better literacy performance. These results suggest that integrating the TTW learning model with GeoGebra provides an effective pedagogical strategy to strengthen mathematical literacy through interactive, reflective, and technology-assisted learning processes. The study emphasizes the importance of fostering both cognitive and affective domains—particularly self-efficacy—to achieve meaningful mathematical learning outcomes in elementary education.