APPLICATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL THROUGH THE USE OF AUDIO-VISUAL MEDIA TO ASSIST MATHEMATICS UNDERSTANDING IN FOURTH GRADE STUDENTS AT SDN 25 LUBUKLINGGAU
Keywords:
Contextual Teaching and Learning, audiovisual media, mathematical understanding, SDN 25 Lubuklinggau.Abstract
This study was motivated by the lack of meaningful learning experiences and low student enthusiasm in mathematics instruction, which led to low learning outcomes among fourth-grade students. The purpose of this study was to improve students’ mathematical understanding through the application of the Contextual Teaching and Learning (CTL) model assisted by audiovisual media. This study employed classroom action research consisting of two cycles and involved 12 fourth-grade students at SDN 25 Lubuklinggau during the odd semester of the 2025/2026 academic year. Data were collected through mathematics achievement tests and classroom observations and analyzed descriptively. The results showed a significant improvement in students’ learning outcomes. Classical mastery increased from 50% in Cycle I to 91% in Cycle II, exceeding the minimum mastery criterion of 85%. These findings indicate that the CTL model supported by audiovisual media effectively promotes active student participation and helps learners connect mathematical concepts with real-life contexts. In conclusion, the CTL model assisted by audiovisual media is effective in improving elementary students’ mathematical understanding. This study implies that teachers are encouraged to implement contextual and multimedia-based learning strategies. Future research is recommended to examine the application of this model in different grade levels or subject areas.
References
Apriadi, H. (2021). Mathematics Animation Videos with a Contextual Approach to Improve Mathematical Concept Understanding. JNPM (National Journal of Mathematics Education), 5(1), 173. https://doi.org/10.33603/jnpm.v5i1.3621
Cahyaningsih, U., & Nahdi, D. S. (2019). Realistic Mathematics Education on Critical Thinking Skills of Elementary School Students. Social, Humanities, and Educational Studies (SHEs): Conference Series, 2(1), 208. https://doi.org/10.20961/shes.v2i1.37647
Eko, W., & Irawan, E. B. (2016). Teaching Fractions to Fourth Graders at SDN Sumberejo 03 Elementary School in Malang Regency. Journal of Education, 1, 1735–1738.
Fauziyah, R. I. (2024). The Effectiveness of the Contextual Teaching and Learning (CTL) Model in Mathematics Learning. Journal Basic Education. https://doi.org/10.53565/jagomipa.v4i2.717
Febrianti, M. D., Al-bahij, A., & Mufidah, L. (2024). The Importance of Context in Developing Mathematics Learning for Second Grade Elementary School Children. 2024 National Seminar and Scientific Publication FIP UMJ, 1312–1320.
Hikmah, R. (2017). Penerapan Model Advance Organizer untuk Meningkatkan Kemampuan Pemahaman Siswa. Jurnal SAP, 1(3), 271–280. https://doi.org/ 10.31258/jur.10.2.45
Ibda, F. (2015). Cognitive development: Jean Piaget's theory. Jurnal Intelektualita, 3(1), 27-38.
Mahbengi, M. (2025). Improving Student Learning Outcomes Using the Contextual Teaching and Learning (CTL) Approach in Solving Elementary School Math Word Problems. Journal of Mathematics Education. https://doi.org/10.31258/jpdm.v1i2.17
Masitoh, I., & Prabawanto, S. (2016). Improving fifth-grade elementary school students' understanding of mathematical concepts and mathematical critical thinking skills through exploratory learning. EduHumaniora, 6(2), 131-144.
Ngalim Purwanto. (2006). Principles and Techniques of Teaching Evaluation. Remaja Rosda Karya. Bandung.
Panjaitan, C. D., & Sinambela, P. N. J. M. (2023). Application of Contextual Teaching and Learning (CTL) Model Assisted by Audiovisual Media to Improve Students' Mathematical Concept Comprehension Skills at R.A Kartini Private Junior High School in Tebing Tinggi. Journal on Education, 5(2), 5016–5025. https://doi.org/10.31004/joe.v5i2.1212
Pratiwi, S. P. (2018). The Effect of Implementing the CTL Model on Student Learning Achievement. Journal of Elementary School Teacher Education, 7(17), 1654-1660. https://doi.org/10.53565/jagomipa.v4i2.717
Rahmawati, S. M., Sutarni, N., Rasto, R., & Muhammad, I. (2023). Improving Students' Critical Thinking Skills through the Contextual Teaching and Learning Model: A Quasi-Experiment. EDUKASIA: Journal of Education and Learning, 4(2), 969–976. https://doi.org/10.62775/edukasia.v4i2.378
Rahmi Wahyuni, & Wahyuni, R. (2016). Innovation in Mathematics Learning Using the Contextual Teaching and Learning (CTL) Model. , 3(2), 6. Journal of Basic Education.
Riani, A. N. P. (2023). Contextual Teaching and Learning Approach to Improve Students' Mathematical Skills. Journal of Education, 10(2), 45-53.
Saputra, R. E. (2024). The Application of Audio-Visual Media in Second Grade Addition Lessons at Sdn 3 Wonoboyo. BAHUSACCA : Basic Education and Education Management, 3(1), 22–29. https://doi.org/10.53565/bahusacca.v3i1.1135
Sugiyono. (2022). Educational Research Methods: Quantitative, Qualitative, and R&D Approaches. Bandung: Alfabeta.
Syahrifuddin, et al. (2011). Classroom Action Research. Cendikia Insani. Pekanbaru.
Zainal Aqib, et al. (2008). Classroom Action Research. Yrama Widya. Bandung.
