The Effect of Contextual Approach on Fourth-Grade Students' Mathematics Problem-Solving Ability on Fractions at SDN Panembahan III
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.525Keywords:
Contextual Teaching and Learning, mathematical problem-solving ability, fractions, elementary school students.Abstract
This study aims to determine the implementation of the Contextual Teaching and Learning (CTL) approach on the mathematical problem-solving abilities of fourth-grade students on the topic of fractions. This study employed a quantitative approach with a one-group pretest-posttest design. The subjects of the study consisted of 48 fourth-grade students at SDN Panembahan 3. Data were collected using a mathematical problem-solving ability test administered before and after the implementation of the CTL approach. Mathematical problem-solving ability was measured based on the students’ ability to understand the problem, plan a solution, carry out the solution, check the answer, and draw a conclusion. The data were analyzed using a paired sample t-test and N-Gain calculation. The results showed that the mean pretest score was 60.54, while the mean posttest score was 73.25. Thus, there was an increase of 12.71 points in the students’ average mathematical problem-solving ability after the implementation of the CTL approach. The results of the paired sample t-test showed a t-value of 7.397 with a significance value of p<0.001, indicating a significant difference between the students’ mathematical problem-solving abilities before and after the implementation of the CTL approach. Furthermore, the N-Gain calculation resulted in a score of 0.281, which was categorized as low. Based on these results, it can be concluded that the implementation of the Contextual Teaching and Learning (CTL) approach resulted in a statistically significant improvement in students’ mathematical problem-solving abilities, although the level of improvement was still categorized as low. These findings indicate that CTL can be used in mathematics learning, particularly in teaching fractions, to help improve students’ problem-solving abilities.
Downloads
References
[1]. Johnson, E. B. (2007). *Contextual teaching and learning: Menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna*. Mizan Learning Center.
[2]. Maulana, D. (2020). Pendekatan kontekstual dalam pembelajaran pecahan di sekolah dasar. *Jurnal Pendidikan Dasar Nusantara, 5*(1), 33–40.
[3]. Muhalhamah, & Putrawangsa, S. (2016). Penerapan pembelajaran kontekstual dalam meningkatkan kemampuan pemecahan masalah matematika. *Jurnal Pendidikan Matematika, 10*(1), 59–80.
[4]. Nurhadi, Yasin, B., & Senduk, A. G. (2003). *Pembelajaran kontekstual (Contextual Teaching and Learning/CTL) dan penerapannya dalam KBK*. Universitas Negeri Malang.
[5]. Safera, R., Sutiarso, S., & Bharata, H. (2015). Pengaruh pendekatan kontekstual terhadap kemampuan pemecahan masalah matematis dan belief siswa. *Jurnal Pendidikan Matematika Universitas Lampung, 3*(1), 1–10.
[6]. Sanjaya, W. (2006). *Strategi pembelajaran berorientasi standar proses pendidikan*. Kencana Prenada Media Group.
[7]. Serepinah, M., & Marini, A. (2023). Pengaruh pembelajaran kontekstual terhadap kemampuan pemecahan masalah matematika di sekolah dasar. *EduBase: Journal of Basic Education, 4*(1), 64–72. https://doi.org/10.47453/edubase.v4i1.809
[8]. Sunaisah, S., Nurhayanti, N., & Nugraha, U. (2024). Penerapan pendekatan pembelajaran kontekstual untuk meningkatkan pemahaman konsep matematika pada materi pecahan di kelas VI SD. *Jurnal Basicedu, 8*(6). https://jbasic.org/index.php/basicedu/article/view/9484.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Retno Fahriyani
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
