IMPLEMENTASI MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PENINGKATAN PEMAHAMAN OPRASI HITUNG MATEMATIKA KELAS III SD

Fitriani, Desilia. 2025. Implementation of the Contextual Teaching and Learning (CTL) Model to Improve Understanding of Mathematical Arithmetic Operations in Grade III Elementary School. Faculty of Teacher Training and Education. Islamic University of Blitar. Supervisors: (1) Ida Putriani, S.Pd., M.Pd., (2) Ida Putri Rarasati, S.Pd., M.Pd.
Keywords: CTL model, mathematical understanding, arithmetic operations.

This research is motivated by the low understanding of mathematical calculation operation concepts among third-grade students at SDN Tawangsari 01, especially regarding calculation operations. Observations, interviews, and questionnaires showed that learning rarely connects the material to real-life situations and lacks the use of media and a contextual approach. As a result, most students have not achieved the Minimum Completeness Criteria (KKM), with average scores below 75. The purpose of this study is to describe the implementation of the Contextual Teaching and Learning (CTL) model in teaching mathematical calculation operations to third-grade students at SDN Tawangsari 01 and to measure the improvement in students' understanding of calculation operation concepts after applying the CTL learning model.
This research uses a quantitative approach with a one-group Pretest-Posttest design method. The subjects are 40 third-grade students, selected by total sampling technique. The instruments include Pretest and Posttest tests, observation sheets, and documentation. Data analysis was conducted through normality tests, homogeneity tests, and Paired Sample t-Test to determine the difference in learning outcomes before and after the treatment.
The results indicate that the Contextual Teaching and Learning (CTL) learning model has a significant effect on improving the understanding of calculation operation concepts. The average Posttest score was higher than the Pretest, with the Paired Sample t-Test showing a significance level of less than 0.05. Students became more active, able to relate the material to daily life, and better understood the concepts. Thus, CTL-based learning proved effective in improving elementary students' mathematics learning outcomes.