Implementasi Model Contextual Teaching and Learning (CTL) untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas II SD Negeri 5 Subagan

Abstract

This research is motivated by the low mathematics learning outcomes of second-grade students at SD Negeri 5 Subagan, particularly regarding place value concepts, addition and subtraction with regrouping, and solving word problems. Students frequently struggled to distinguish between units, tens, hundreds, and thousands, and lacked the literacy skills to interpret narrative-based math problems. The purpose of this study was to describe the improvement in mathematics learning outcomes through the implementation of the Contextual Teaching and Learning (CTL) model.  The study employed Collaborative Classroom Action Research (PTK) following the Kemmis and McTaggart spiral model, which consists of two cycles. Each cycle included planning, action, observation, and reflection stages. The subjects were 19 second-grade students. Data were collected through tests, observations, interviews, and documentation, and analyzed using descriptive statistics and N-Gain calculations.  The results showed a significant improvement in student performance. The class average rose from an initial 52.3 (pre-test) to 84.7 at the end of Cycle II. Classical completeness increased from 21.1% to 89.5%, surpassing the set success indicators. The use of concrete media, such as number sticks, within the seven components of CTL successfully bridged abstract concepts with students' real-world experiences. In conclusion, the implementation of the CTL model effectively improves mathematics learning outcomes for early primary grade students.