Systematic Literature Review: Mapping Mathematical Literacy to Academic Ability Test (TKA) Readiness

Vana Djaelani; Neneng Tita Rosita; Yusfita Yusuf

doi:10.33541/edumatsains.v11i1.8461

Authors

Vana Djaelani Universitas Sebelas April Sumedang
Neneng Tita Rosita Pendidikan Matematika FKIP Universitas Sebelas April Sumedang
Yusfita Yusuf Pendidikan Matematika FKIP Universitas Sebelas April Sumedang

DOI:

https://doi.org/10.33541/edumatsains.v11i1.8461

Keywords:

mathematical literacy, TKA, high school students, mathematical reasoning, systematic literature review

Abstract

Mathematical literacy is an essential skill for high school students as they prepare for academic assessments that demand more than just computational accuracy. This study aims to map research trends on mathematical literacy and identify components relevant to Academic Ability Test (TKA) readiness. Employing a Systematic Literature Review (SLR) approach, this study analyzed 215 articles sourced from seven databases, including Google Scholar, Scopus, DOAJ, Garuda, SINTA, ERIC, and ScienceDirect. Following a rigorous PRISMA-based filtering process, 25 high quality studies were included for thematic synthesis. The findings indicate that TKA readiness is fundamentally rooted in contextual reasoning, mathematical modeling, and non-routine problem-solving. Furthermore, the synthesis reveals that instructional strategies such as Problem-Based Learning, Realistic Mathematics Education, and STEM/STEAM are effective in fostering these cognitive capacities. These findings carry significant practical implications: educators should shift instruction from procedural drills to contextual-based reasoning tasks, specifically by integrating narrative decoding and mathematical modeling into the high school curriculum to better prepare students for high-stakes academic assessments.

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