Peningkatan Proses dan Hasil Belajar Matematika Menggunakan Model Contextual Teaching and Learning

Abstract

This study aims to improve the learning process and mathematics achievement through the implementation of the Contextual Teaching and Learning (CTL) model in Grade III of SDN No 064/II Perumnas 1. The research employed classroom action research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. The subjects were 26 third-grade students in the second semester of the 2024/2025 academic year. Data were collected through teacher and student activity observations, learning achievement tests, and documentation. The findings revealed significant improvements across all aspects. Teacher activity increased from 79.17% (Fair) in cycle I to 91.67% (Very Good) in cycle II. Student activity improved from 69.23% (Poor) to 84.61% (Good). Furthermore, the average student learning achievement rose from 61.54% (Fairly Good) in cycle I to 76.92% (Good) in cycle II. These results indicate that CTL effectively enhances teacher performance, student engagement, and mathematics learning outcomes. This study provides practical implications for elementary school teachers as an alternative strategy to create contextual, interactive, and meaningful learning.