The impact of contextual teaching and learning on elementary students’ ability to solve mixed arithmetic word problems
DOI:
https://doi.org/10.56587/bemi.v4i1.139Keywords:
Contextual Teaching and Learning (CTL), Coceptual Understanding, Problem Solving Skills, Mixed Arithmetic OperationsAbstract
Background: The challenges of Mathematics learning in elementary schools include both the conceptual understanding and students capacity to solve a word problems. The solution can thus be through contextualised and meaningful models of learning that help students understand.
Purpose: This research aims to examine the effect of the Contextual Teaching and Learning (CTL) model on understanding concepts and solving story problems in mixed arithmetic operations.
Method: This study was an experimental study with unequal control group (52 students). Data were collected as result of the tests, and subsequently analyzed using the Wilcoxon test to verify any differences before and after treatment.
Findings: There was a statistical significant improvement in multiple areas after the CTL model has been initiated. The average conceptual understanding improved from 63.85 to 84.62 with p value0.000 (<0.05) Next, for the skill to solve mathematical problems gradually increased from 10.00 to 13.62 with a significancy value of 0.000 These results show that the CTL model has a very good effect on the development of students' conceptual understanding and mathematical problem solving abilities.
References
Abraham, I, & Supriyati Y. (2022). Desain Kuasi Eksperimen Dalam Pendidikan: Literatur Review. Jurnal Ilmiah Mandala Education (JIME), 8(3), 2442–9511. https://doi.org/10.36312/jime.v8i3.3800
Alim, J. A., Hermita, N., Alim, M. L., Wijaya, T. T., & Pereira, J. (2021). Developing a Math Textbook using realistic Mathematics Education Approach to increase elementary students’ learning motivation. Jurnal Prima Edukasia, 9(2). https://doi.org/10.21831/jpe.v9i2.39393
Brinus, K. S. W., Makur, A. P., Nendi, F., Studi, P., Matematika, P., Santu, S., Jalan, P., Yani, A., 10, N., & Tenggara, N. (2019). Pengaruh Model Pembelajaran Kontekstual terhadap Pemahaman Konsep Matematika Siswa SMP. Jurnal Pendidikan Matematika, 8(2). https://doi.org/10.31980/mosharafa.v8i2.439
Basid, A., Sutrisno, E., & Aliyeva, L. R. (2024). Analysis of the Effect of Contextual Problem Solving on Students’ Mathematical Reasoning Ability. International Journal of Science and Mathematics Education, 1(3), 24-33. https://doi.org/10.62951/ijsme.v1i3.258
Budiman, B. (2021). Pengaruh Model Pembelajaran Kontekstual (CTL) Terhadap Hasil Belajar IPA Siswa Kelas IV Sekolah Dasar. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 1(1), 19–27. https://doi.org/10.54371/jiepp.v1i1.76
Dhani, M. I., & Rahayu, W. (2023). Literatur Review: Contextual Teaching and Learning (CTL) dalam Pembelajaran Matematika. Jurnal Ilmiah IKIP Mataram, 10(2), 118–135.
Dulyapit, A., & Nurmala, Y. (2025). Model Contextual Teaching And Learning (Ctl) Sebagai Pendekatan Inovatif Dalam Pendidikan Di Madrasah Ibtidaiyah. Al-Adawat : Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 4(01), 45–51. https://doi.org/10.33752/aldawat.v4i01.8491
Etyarisky, V., & Marsigit, M. (2022). The Effectiveness of Interactive Learning Multimedia with a Contextual Approach to Student’s Understanding Mathematical Concepts. AL-ISHLAH: Jurnal Pendidikan, 14(3), 3101–3110. https://doi.org/10.35445/alishlah.v14i3.941
Farhan Arib, M., Suci Rahayu, M., Sidorj, R. A., & Win Afgani, M. (2024). Experimental Research Dalam Penelitian Pendidikan. Journal Of Social Science Research, 4(1), 5497–5511.
Hakim, M. W., & Sari, D. M. M. (2022). Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability. Elsya : Journal of English Language Studies, 4(3), 298–308. https://doi.org/10.31849/elsya.v4i3.11541
Hefna Alkhila Saira Putri, P. M. N. R. A. F. A. (2025). Efektivitas Model CTL Terhadap Kemampuan Pemecahan Masalah Matematis: Studi Eksperimen Pada Siswa Sekolah Dasar. Jurnal Pendidikan Matematika, 4, 376–383.
Hidayati, V. R., Affandi, L. H., Angga, P. D., Haryati, L. F., & Sari, M. P. (2023). Development Of Pancasila Students’ Profile-Themed Problems To Measure The Fifth-Grade Students’ Ability In Solving Fractions Problems. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(1), 213. https://doi.org/10.33578/jpfkip.v12i1.9489
Jeheman, A. A., Gunur, B., & Jelatu, S. (2019). Pengaruh pendekatan matematika realistik terhadap pemahaman konsep matematika siswa. Mosharafa: Jurnal Pendidikan Matematika, 8(2), 191-202.
Lestari, I. A., Ramadhani, L. F., Azaria, N. E., & . K. (2025). Hakekat Belajar Matematika Dalam Kurikulum Merdeka Melalui Pendekatan Deep Learning. Jurnal Ilmiah Matematika (JIMAT), 6(2), 641–654. https://doi.org/10.63976/jimat.v6i2.1076
Li, H., Xing, W., Li, C., Zhu, W., & Oh, H. (2025). Are simpler math stories better? Automatic readability assessment of GAI ‐generated multimodal mathematical stories validated by engagement. British Journal of Educational Technology, 56(3), 1092–1117. https://doi.org/10.1111/bjet.13554
Maulida, A. A., Suriansyah, A., & Rafianti, W. R. (2024). Studi Literatur: Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) pada Pembelajaran di Sekolah Dasar dalam Meningkatkan Aktivitas Belajar Siswa. MARAS: Jurnal Penelitian Multidisiplin, 2(4), 2335–2345. https://doi.org/10.60126/maras.v2i4.572
Mishra, N. R. (2023). Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory. Journal of Research and Development, 6(01), 22–29. https://doi.org/10.3126/jrdn.v6i01.55227
Mushofa, M., Hermina, D., & Huda, N. (2024). Memahami Populasi dan Sampel: Pilar Utama dalam Penelitian Kuantitatif. Jurnal Syntax Admiration, 5(12), 5937–5948. https://doi.org/10.46799/jsa.v5i12.1992
Nababan, D., & Sipayung, C. A. (2023). Pemahaman model pembelajaran kontekstual dalam model pembelajaran (CTL). Jurnal Pendidikan Sosial Dan Humaniora, 2(2), 825-837.
Noor, T. (2018). Rumusan Tujuan Pendidikan Nasional Pasal 3 Undang-Undang Sistem Pendidikan Nasional No 20 Tahun 2003. Wahana Karya Ilmiah Pendidikan, 2(1).
Nurwahidah, L. S. (2023). The Analysis of Language Use in Math Story Problems in Mid and Final Semester Assessment Manuscript. Mosharafa: Jurnal Pendidikan Matematika, 12(3), 675–688. https://doi.org/10.31980/mosharafa.v12i3.836
Pellegrini, M., Lake, C., Neitzel, A., & Slavin, R. E. (2021). Effective Programs in Elementary Mathematics: A Meta-Analysis. AERA Open, 7. https://doi.org/10.1177/2332858420986211
Perangin-Angin, A. (2020). Perbedaan hasil belajar siswa yang di ajar dengan model Pembelajaran elaborasi dengan model pembelajaran konvensional. Jurnal Penelitian Fisikawan, 3(1), 43-50.
Ritonga, Y. H., & Azis, Z. (2022). The Effect of Contextual Teaching Learning on Solving Story Problems Ability Students of MTsN 1 Medan. JMEA: Journal of Mathematics Education and Application, 1(2), 66-72.
Saputra, M. I., Japa, I. G. N., & Simamora, A. H. (2022). Faktor Kesulitan Belajar Matematika pada Masa Pandemi Covid-19 Siswa Kelas IV. Jurnal Ilmiah Pendidikan Profesi Guru, 5(2), 280–291. https://doi.org/10.23887/jippg.v5i2.49815
Siregar, T., Fauzan, A., Yerizon, Y., & Syafriandi, S. (2025). Designing Mathematics Teaching through Deep Learning Pedagogy: Toward Meaningful, Mindful, and Joyful Learning. Journal of Deep Learning, 188–202. https://doi.org/10.23917/jdl.v1i2.11969
Siswanto, E., & Meiliasari, M. (2024). Kemampuan Pemecahan Masalah pada Pembelajaran Matematika: Systematic Literature Review. Jurnal Riset Pembelajaran Matematika Sekolah, 8(1), 45–59. https://doi.org/10.21009/jrpms.081.06
Susanti, R., & Susanti, V. D. (2023). Pengaruh Model Pembelajaran Contextual Teaching and Learning ditinjau dari Gaya Belajar terhadap Kemampuan Pemahaman Konsep Matematis. Jurnal Ilmiah Pendidikan Matematika Al Qalasadi, 7(1), 85–93. https://doi.org/10.32505/qalasadi.v7i1.6094
Syahroni, M. I. (2022). Prosedur penelitian kuantitatif. EJurnal Al Musthafa, 2(3), 43-56. https://doi.org/10.62552/ejam.v2i3.50
Yudha, A., Sufianto, S., Damara, B. E. P., Taqwan, B., & Haji, S. (2019). The Impact of Contextual Teaching and Learning (CTL) Ability in Understanding Mathematical Concepts. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). https://doi.org/10.2991/icetep-18.2019.42
Zahrah, R. F., & Febriani, W. D. (2020). A Contextual Problem Based of Local Wisdom Improve the Ability to Solving a Word Problem Mathematics Students of Elementary School. PrimaryEdu - Journal of Primary Education, 4(1), 55. https://doi.org/10.22460/pej.v4i1.1492.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Titik Rahmawati, Sucipto, Yuni Listiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
