Improving Third-Grade Students' Cognitive Mathematics Learning Outcomes through Contextual Teaching and Learning at SDIT Al-Akhyar Cadika
DOI:
https://doi.org/10.59944/postaxial.v3i4.2213Keywords:
classroom action research; cognitive learning outcomes; Contextual Teaching and Learning; elementary school; mathematicsAbstract
Mathematics learning in Grade III of SDIT Al-Akhyar Cadika, Bungo Regency, is still marked by students' difficulty in understanding concepts, suboptimal engagement, and weak links between the material and real life, so cognitive learning outcomes have not met expectations. This study aimed to describe the planning and implementation of the Contextual Teaching and Learning (CTL) approach, analyze students' learning activity, and measure the improvement in their cognitive mathematics learning outcomes. Classroom action research based on the Kemmis and McTaggart model was conducted in two cycles, each comprising planning, action, observation, and reflection. The subjects were 21 third-grade students, with the classroom teacher as a collaborator. Data were collected through observation, tests, interviews, and documentation, and were analyzed qualitatively using the Miles and Huberman model and quantitatively using descriptive statistics. The teacher's implementation of learning increased from 70% in the pre-cycle to 80% in Cycle I and 90% in Cycle II, a gain of 20 percentage points. Over the same stages, students' learning activity rose from 74.47% to 75.71% and 81.90%, a gain of 7.43 percentage points, while classical mastery, the percentage of students achieving the learning objective achievement criteria, increased from 57.14% (12 of 21 students) to 76.19% (16 students) and 90.48% (19 students), a gain of 33.34 percentage points. In conclusion, a CTL approach designed around students' everyday contexts and refined through collaborative reflection effectively improved both the learning process and the cognitive mathematics learning outcomes of third-grade students.
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