<![CDATA[This study aims to determine the mathematical problem-solving abilities of sixth-grade students at SD Negeri Bontomaero II (Bajeng District, Gowa Regency) before and after the implementation of the contextual learning model, as well as to assess the model's impact on these abilities. The study employs a quantitative approach with an experimental design involving both experimental and control groups. The sample consisted of 52 students: 26 in the experimental group (receiving contextual learning) and 26 in the control group (receiving conventional learning). Data were collected through mathematical problem-solving tests (pre-test and post-test), observation, and documentation, and were analyzed using descriptive and inferential statistics. The results indicate that the mean mathematical problem-solving score for the experimental group rose from 47.85 (pre-treatment) to 69.85 (post-contextual learning), while the control group's mean score increased from 49.23 to 59.04. Inferential analysis revealed that contextual learning had a positive and significant effect on students' mathematical problem-solving abilities, with a significance value of less than 0.05. Thus, the contextual learning model serves as a viable alternative for mathematics instruction, helping students connect course material to real-life situations and fostering the development of skills in understanding problems, planning solutions, executing strategies, and reviewing results. Keywords: contextual learning, mathematical problem-solving ability, elementary school students.]]>
