THE EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) METHOD ON LEARNING OUTCOMES IN FRACTIONS AND DECIMALS FOR GRADE V STUDENTS
DOI:
https://doi.org/10.24114/jmpsd.v2i4.70174Keywords:
Contextual Teaching and Learning, mathematics learning outcomes, fractions and decimalsAbstract
The purpose of this study was to evaluate the effect of the Contextual Teaching and Learning (CTL) method on students’ mathematics learning outcomes in fractions and decimals among fifth-grade students at SD Muhammadiyah 18 Medan. This study employed a quantitative approach with a pre-experimental one-group pretest–posttest design involving 22 students. Data were collected through achievement tests and analyzed using a paired-sample t-test. The results indicated an improvement in students’ average scores from 56.09 on the pretest to 65.82 on the posttest, accompanied by an increase in the proportion of students in the Very Good category and a decrease in the Poor category. Therefore, the CTL method has a positive and significant effect on improving students’ mathematics learning outcomes.References
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Copyright (c) 2025 Nur Aini Zamri, Cahya Sumantri, Widya Utami, Sartika Putri Ruth Angel Sihombing, Sela Maranata
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