Efforts to Improve Learning Outcomes on Units of Length through Contextual Teaching and Learning (CTL) Assisted by Concrete Media in Elementary Schools

Abstract

The Contextual Teaching and Learning (CTL) learning model is a learning model oriented toward real-world learning that is familiar in everyday life. Understanding mathematical concepts requires students to use critical, creative, and collaborative thinking skills to solve problems in a focused manner. One such learning model is CTL assisted by more concrete media to introduce units of length. This study aimed to improve learning outcomes in measuring units of length. Through the application of the Contextual Teaching and Learning (CTL) model, assisted by concrete media, students' ability to measure objects correctly can be improved. This study was based on Classroom Action Research (CAR) to improve teacher performance in implementing the learning process. The study was conducted in four stages—planning, implementation, observation, and reflection—repeated over two cycles. The study involved 14 students, consisting of 8 boys and 6 girls. The results showed a significant improvement in student learning outcomes. In the pre-cycle learning, the average learning outcome score was 59; after the intervention, the average score became 70, and in Cycle II it became 82. Classical mastery also increased. In the initial learning, 35% of students achieved mastery; in Cycle I, this increased to 10 students (71.42%), and in Cycle II to 13 students (92.85%). The conclusion of this study concludes that the application of the CTL model assisted by concrete media develops logical, critical, and systematic thinking skills in measuring objects, which contributes to improved student learning outcomes.