THE EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING APPROACH ON ELEMENTARY SCHOOL STUDENTS^ MATHEMATICAL COMPREHENSION SKILLS Reni Tarmini, Dwi Maulidawanti, Firda Nurul Aulia , Kiki Fitriani, Siti Maulidah, Ahmad Anwar Abidin
Universitas Terbuka
Abstract
The abstract nature of mathematics makes it difficult for students to understand concepts and solve problems. In practice, mathematical understanding has not been a primary focus of instruction, resulting in students^ low proficiency. This study aims to determine whether the Contextual Teaching and Learning (CTL) approach is more effective than the STAD cooperative learning model, as well as to examine the effect of CTL on elementary school students^ mathematical comprehension skills. This study employed a quasi-experimental design with a sample of 40 third-grade students, comprising 20 students in the experimental group (CTL) and 20 in the control group (STAD). The assessment instrument used was an essay test. The results showed that the average score of the experimental group increased from 53.50 to 91.00. The regression test showed that Fcalc > Ftab (26 > 4.41), so H₀- was rejected. The coefficient of determination indicated that CTL had a 57.1% effect and STAD had a 22.2% effect. Thus, the CTL approach proved to be more effective in improving students^ mathematical comprehension skills.
Keywords: Please JusElementary School Students, Contextual Teaching and Learning, Mathematical Comprehension Skills. Try to Submit This Sample Abstract
