Improving students’ mathematical understanding through contextual learning in fourth-grade elementary school students

Abstract

This research aims to determine the increase in the mathematical understanding of fourth-grade students (Class IV A) at SD Negeri 1 Pasalakan through the application of the Contextual Teaching and Learning model. The type of research used is Classroom Action Research (CAR), which was carried out in two cycle (Cycle I and Cycle II) following pre-cycle activities. The research subjects were the students of Class IV A. Data collection techniques included test (to measure understanding) and observation (to observe the implementation of the actions). The data were analyzed qualitatively. The research result show a significant increase in students mathematical understanding through the implementation of Contextual Teaching and Learning. The analysis results in the pre-cycle showed that only 9 students (28,8) met the learning objective achievement criteria, with a class average score of 53,84. In Cycle I, students understanding increased 14 students (53,8%) who achieved mastery, with an average of 64,23. Then, in Cycle II, there was a further increase, with 21 students (80,7%) achieving mastery, with an average score of 78,26. Through contextual learning, students found it easier to understand concepts and solve mathematical problems and were actively involved in the learning process. Based on the research result, it can be concluded that the application of contextual learning is proven to be effective and can improve the mathematical understanding of Class IV A students at SD Negeri 1 Pasalakan until they reach the established mastery criteria. The practical implication is that contextual learning, adapted to students characteristics, is highly recommended as a strategy to make mathematics more relevant and no longer the enemy of students.

Keywords: mathematical understanding, contextual learning, elementary school mathematics, Classroom Action Research