<![CDATA[Mathematical problem-solving ability is an essential competence that needs to be developed through meaningful and contextual learning. However, students often have difficulty understanding problems, formulating mathematical models, applying strategies, and interpreting solutions. This study aims to determine whether students’ mathematical problem-solving ability and its improvement through the Contextual Teaching and Learning (CTL) model with Banten cultural context are better than those through conventional learning. This research used a quantitative approach with a quasi-experimental method and a nonequivalent pretest-posttest control group design. The population was all eighth-grade students of MTsN 1 Pandeglang in the 2025/2026 academic year. The sample consisted of class VIII E as the experimental class and class VIII D as the control class, with 32 students in each class, selected through purposive sampling. Data were collected using essay tests and analyzed using descriptive statistics, N-Gain, and independent sample t-test. The results showed that the posttest mean score of the experimental class was 82.19, higher than the control class at 60.16. The N-Gain mean of the experimental class was 0.7856, categorized as high, while the control class was 0.5025, categorized as moderate. The hypothesis tests on posttest and N-Gain data showed Sig. (one-sided) < 0.001. Therefore, CTL with Banten cultural context is effective in improving students’ mathematical problem-solving ability.]]>
