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All Journal Journal of Education and Instruction (JOEAI) Teaching and General Education Studies
noni wulandari
Universitas PGRI Silampari
Humanities Languange, Linguistic, Communication & Media Social Sciences

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IMPROVING UNDERSTANDING OF MATHEMATICAL CONCEPTS THROUGH THE CONTEXTUAL TEACHING AND LEARNING MODEL FOR FOURTH GRADE STUDENTS AT SD 46 LUBUKLINGGAU noni wulandari
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Abstract

Mathematics learning in elementary schools often faces challenges such as students’ difficulty in understanding abstract concepts and low engagement during conventional learning methods, which affects their overall learning outcomes. This study aims to determine whether the Contextual Teaching and Learning (CTL) model can improve the understanding of mathematical concepts of grade IV Elementary School students.. This study was conducted at SDN 46 Lubuklinggau using Classroom Action Research (CAR), with the research subjects being 20 grade IV students. Data collection techniques included observation, documentation, and tests, while data analysis was carried out using quantitative descriptive analysis. The study consisted of two cycles, each consisting of four stages: planning, implementation, observation, and reflection. In cycle I, the pre-test percentage was 25% in the very low category, while the post-test increased to 60% in the moderate category. In cycle II, the pre-test was 40% in the low category, and the post-test showed a significant improvement to 85% in the very high category. The results indicate that the CTL model effectively enhances students’ understanding of mathematical concepts. This suggests that implementing the CTL model can increase students’ engagement, motivation, and ability to relate mathematical concepts to real-life situations. For future research, it is recommended to explore the CTL model in combination with digital learning tools to further enhance conceptual understanding and interactive learning in mathematics.
Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) untuk Meningkatkan Hasil Belajar IPAS Kelas Dinda Permata; Pasha Wulan Dary; Diina Septi Sevia; Noni Wulandari; Aren Frima
Journal of Education and Instruction (JOEAI) Vol. 9 No. 2 (2026): Journal of Education and Instruction (JOEAI)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/7rc8df95

Abstract

This study aims to improve the science and social studies (IPAS) learning outcomes of fourth-grade elementary students through the implementation of the Think Pair Share (TPS) cooperative learning model. This research is a Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 18 fourth-grade students of SD Negeri 32 Lubuklinggau. Data were collected through tests, observation, and documentation. The results showed a significant improvement in student learning outcomes. In Cycle I, the average pretest score was 52.2 with 28% mastery, which increased to 66.7 with 67% mastery in the posttest. In Cycle II, the average pretest score was 66.1 with 39% mastery, and increased to 80.6 with 89% mastery in the posttest. Thus, the Think Pair Share learning model is proven to be effective in improving students’ learning outcomes in IPAS.   Keywords: Think Pair Share, Learning Outcomes, IPAS, Cooperative Learning
Co-Authors Diina Septi Sevia Dinda Permata Frima, Aren Pasha Wulan Dary