#### Abstract

This study aims to improve the ability to research and become a means of training for beginner lecturers to publish research results in scientific journals, whereas in particular this study aims to see how the effectiveness of Problem Posing Setting Approach and conventional learning of students' mathematical literacy skills. Low mathematical literacy that emphasizes the ability of students to be able to use mathematical skills in everyday life became the basis of this study. This is evident from the results of surveys conducted by international agencies such as the Trend in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) that put Indonesia in an unfavorable position among the countries surveyed. To overcome this problem, research is done by using Problem Posing Setting Co-operative approach. This research is a type of experimental research with posttest only group design design. The location of the research took place at SMA Negeri 1 Palopo while the instrument that will be used in this research is mathematical literacy ability test, student activity observation sheet and student response questionnaire. This test will be given to the experimental class and control class after the learning is complete. Data analysis techniques use descriptive statistical analysis and inferential statistical analysis. Descriptive statistics are used to describe how the students' activity during the implementation and questionnaire of student response after the application of Problem Posing Setting Co-operative approach. Furthermore, inferential statistics are used to test the hypothesis. Before performing the hypothesis test, the prerequisite test is tested for normality and homogeneity test. Normality test using chi-square test while homogeneity test using F-test. From the results of this study can be concluded that the application of problem posing cooperative setting is effective to students' mathematical literacy ability. The effectiveness of application of cooperative posing problem setting is measured through the result of mathematical literacy ability test of experiment class higher than control class and hypothesis testing using t-test at significant level α = 0,05, the mean of student activity during application of problem posing cooperative setting is in category Active, and student responses are positive

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