<![CDATA[Abstract Procedural fluency in mathematics is an important skill that enables students to solve mathematical problems accurately, systematically, and efficiently; however, this skill is still relatively low in the topic of trigonometric ratios. This study aimed to analyze the effect of the Contextual Teaching and Learning (CTL) model supported by e-LKPD on students’ procedural fluency, while controlling for their prior ability. The research employed a quasi-experimental method with a Nonequivalent Control Group Design and was conducted at SMK Negeri 1 Petarukan. The study sample consisted of 65 tenth-grade TJKT students, divided into 35 students in the experimental class and 30 students in the control class. Prior ability was determined from mathematics evaluation scores before treatment. Data were collected through essay tests measuring procedural fluency and were analyzed using Analysis of Covariance (ANCOVA). The results indicated that the CTL model supported by e-LKPD had a significant effect on procedural fluency after controlling for prior ability, with a significance value of 0.006, and the experimental class posttest mean (79.44) was higher than the control class mean (74.07). Keywords: Contextual Teaching and Learning; e-LKPD; Mathematical Procedural Fluency. Abstrak Kelancaran prosedural matematis adalah kemampuan penting yang memungkinkan siswa menyelesaikan masalah matematika secara tepat, sistematis, dan efisien; namun pada materi perbandingan trigonometri kemampuan ini masih tergolong rendah. Penelitian ini bertujuan menganalisis pengaruh model Contextual Teaching and Learning (CTL) yang dibantu e-LKPD terhadap kelancaran prosedural matematis siswa dengan mengontrol kemampuan awal mereka. Penelitian menggunakan metode eksperimen semu (quasi-experimental) dengan desain Nonequivalent Control Group Design, dilaksanakan di SMK Negeri 1 Petarukan. Subjek penelitian terdiri dari 65 siswa kelas X TJKT, terbagi menjadi 35 siswa pada kelas eksperimen dan 30 siswa pada kelas kontrol. Kemampuan awal ditentukan dari nilai evaluasi matematika sebelum perlakuan. Data dikumpulkan melalui tes uraian yang mengukur kelancaran prosedural matematis dan dianalisis menggunakan Analysis of Covariance (ANCOVA). Hasil menunjukkan bahwa model CTL berbantuan e-LKPD memberikan pengaruh signifikan terhadap kelancaran prosedural setelah mengontrol kemampuan awal, dengan signifikansi 0,006, dan rata-rata posttest kelas eksperimen (79,44) lebih tinggi daripada kelas kontrol (74,07). Kata Kunci: Contextual Teaching and Learning; e-LKPD; kelancaran prosedural matematis.]]>
