Pengaruh Model Pembelajaran Contextual Teaching and Learning Terhadap Pemahaman Konsep Perkalian Kelas IV

Authors

  • Sarifatur Rohmah Universitas Trunojoyo Madura, Indonesia
  • Umi Hanik Universitas Trunojoyo Madura, Indonesia
  • Rika Wulandari Universitas Trunojoyo Madura, Indonesia

DOI:

https://doi.org/10.61692/edufa.v4i2.471

Keywords:

Contextual Teaching and Learning (CTL), Concept Understanding, Multiplication, Elementary school

Abstract

The problem in this study is the low understanding of multiplication concepts in fourth-grade elementary school students caused by traditional learning practices (lecturing and memorization) that emphasize procedural outcomes rather than conceptual understanding. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' understanding of multiplication concepts. Using a quantitative approach with a one-group pretest-posttest design, this study involved fourth-grade students of SDN Gili Timur 2 as subjects. Data were collected through test instruments (pretest and posttest) and analyzed using a paired sample t-test. The results showed an increase in the average score from 51.05 to 72.35. The results of the hypothesis test showed a calculated t value (7.006) > t table (2.093) and a significance level of 0.000 < 0.05, so H0 was rejected and Ha was accepted. It was concluded that the use of the CTL model had a significant effect on fourth-grade students' understanding of multiplication concepts.

Author Biographies

Sarifatur Rohmah, Universitas Trunojoyo Madura, Indonesia

The problem in this study is the low understanding of multiplication concepts in fourth-grade elementary school students caused by traditional learning practices (lecturing and memorization) that emphasize procedural outcomes rather than conceptual understanding. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' understanding of multiplication concepts. Using a quantitative approach with a one-group pretest-posttest design, this study involved fourth-grade students of SDN Gili Timur 2 as subjects. Data were collected through test instruments (pretest and posttest) and analyzed using a paired sample t-test. The results showed an increase in the average score from 51.05 to 72.35. The results of the hypothesis test showed a calculated t value (7.006) > t table (2.093) and a significance level of 0.000 < 0.05, so H0 was rejected and Ha was accepted. It was concluded that the use of the CTL model had a significant effect on fourth-grade students' understanding of multiplication concepts.

Umi Hanik, Universitas Trunojoyo Madura, Indonesia

The problem in this study is the low understanding of multiplication concepts in fourth-grade elementary school students caused by traditional learning practices (lecturing and memorization) that emphasize procedural outcomes rather than conceptual understanding. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' understanding of multiplication concepts. Using a quantitative approach with a one-group pretest-posttest design, this study involved fourth-grade students of SDN Gili Timur 2 as subjects. Data were collected through test instruments (pretest and posttest) and analyzed using a paired sample t-test. The results showed an increase in the average score from 51.05 to 72.35. The results of the hypothesis test showed a calculated t value (7.006) > t table (2.093) and a significance level of 0.000 < 0.05, so H0 was rejected and Ha was accepted. It was concluded that the use of the CTL model had a significant effect on fourth-grade students' understanding of multiplication concepts.

Rika Wulandari, Universitas Trunojoyo Madura, Indonesia

The problem in this study is the low understanding of multiplication concepts in fourth-grade elementary school students caused by traditional learning practices (lecturing and memorization) that emphasize procedural outcomes rather than conceptual understanding. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' understanding of multiplication concepts. Using a quantitative approach with a one-group pretest-posttest design, this study involved fourth-grade students of SDN Gili Timur 2 as subjects. Data were collected through test instruments (pretest and posttest) and analyzed using a paired sample t-test. The results showed an increase in the average score from 51.05 to 72.35. The results of the hypothesis test showed a calculated t value (7.006) > t table (2.093) and a significance level of 0.000 < 0.05, so H0 was rejected and Ha was accepted. It was concluded that the use of the CTL model had a significant effect on fourth-grade students' understanding of multiplication concepts.

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Published

2026-06-30

How to Cite

Rohmah, S., Hanik, U., & Wulandari, R. (2026). Pengaruh Model Pembelajaran Contextual Teaching and Learning Terhadap Pemahaman Konsep Perkalian Kelas IV. JOURNAL OF EDUCATION FOR ALL, 4(2), 122–131. https://doi.org/10.61692/edufa.v4i2.471

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Vol. 4 No. 2 (2026): Journal of Education for All

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