Ahmad Talib, Baso Intang Sappaile, Muhammad Syarifuddin Rahman, Norma Nasir
Indonesian students’ low performance in international mathematics literacy assessments highlights the need for instructional approaches that foster higher-order thinking and learner autonomy. Conventional, procedure-oriented instruction has shown limitations, whereas Android-based learning modules implemented within the context of mobile-assisted learning provide opportunities to integrate deep learning pedagogy with students’ intrapersonal intelligence. Intrapersonal intelligence, particularly self-regulation, metacognitive reflection, and goal setting, plays an important role in supporting students’ engagement and mathematics literacy development. This study aimed to compare secondary students’ mathematics literacy outcomes between Android-based deep learning instruction and conventional teaching, while examining the structural contribution of intrapersonal intelligence dimensions to mathematics literacy. A quasi-experimental design was employed involving 68 secondary school students, divided into an experimental group (n = 34) and a control group (n = 34). Instruments included a mathematics literacy test and an intrapersonal intelligence questionnaire. Data were analyzed using independent samples t-tests, effect size estimation, Pearson correlation, and structural equation modeling. The results indicated that students in the experimental group demonstrated significantly higher post-test mathematics literacy scores than those in the control group (t = 7.25, p<0.001), with a large effect size (Cohen’s d = 1.25). Significant positive associations were found between intrapersonal intelligence dimensions and mathematics literacy (r = 0.41-0.63, p < 0.01), with goal setting and planning (β = 0.28) and metacognitive reflection (β = 0.24) showing the strongest standardized contributions. These findings suggest that integrating deep learning pedagogy with intrapersonal intelligence through Android-based modules is associated with higher mathematics literacy outcomes and provides practical insights for designing technology-enhanced mathematics instruction in secondary education. © 2026 by the authors; licensee Modestum.
Department of Mathematics Education, Faculty Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar City, Indonesia
