MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTUAN WAYGROUND DAN PENGARUHNYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA MADRASAH IBTIDAIYAH

Arfiana Fidia Sari, Ika Ratih Sulistiani, Lia Nur Atiqoh Bela Dina

Abstract


This study addresses the problem of low mathematics learning outcomes among third-grade students, characterized by limited conceptual understanding, low learning engagement, and minimal classroom participation. The research investigates whether the Contextual Teaching and Learning (CTL) model assisted by Wayground can significantly improve students’ mathematics achievement compared to conventional instruction. Employing a quantitative approach with a non-equivalent control group design, the study involved two intact classes at MI Khadijah, Malang City: Class 3A as the experimental group receiving CTL assisted by Wayground and Class 3C as the control group receiving conventional learning. Data were analyzed using normality and homogeneity tests, followed by hypothesis testing with the Mann–Whitney U test. The findings revealed that the experimental group achieved a higher mean score (75) than the control group (66). Statistical analysis showed a significant difference between the two groups (p = 0.017 < 0.05), indicating that the CTL model assisted by Wayground positively affected students’ mathematics learning outcomes. The calculated effect size was 0.312, which falls within the moderate category, demonstrating that integrating CTL with Wayground contributes meaningfully to improving mathematics achievement among third-grade students. The effectiveness of the CTL model assisted by Wayground can be explained through its emphasis on meaningful and contextual learning experiences. operations more concretely and reduce passive learning behavior commonly found in conventional classrooms.

 

Keywords: Contextual Teaching and Learning, Wayground, Mathematics Learning Outcomes.


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