<![CDATA[This study aims to improve students’ critical thinking skills in Mathematics through the implementation of the Contextual Teaching and Learning (CTL) approach in Grade III of Madrasah Ibtidaiyah. The initial problems were that learning was still teacher‑dominated, there was minimal active involvement of students, and learning outcomes were below the Minimum Mastery Criteria (KKM = 70), with 15 students (71.5 %) not meeting the criteria. The method used was Classroom Action Research in two cycles, each cycle comprising planning, implementation, observation, and reflection, with 21 students as subjects. The results show: (1) classroom learning activity using the CTL approach increased from 92.5 % (very good category) in Cycle I to 97.5 % in Cycle II; (2) students’ critical thinking ability improved from 76 % meeting criteria in Cycle I to 86 % in Cycle II (very good category), exceeding the classical success indicator of 80 %. Based on these findings, the CTL approach is proven effective in enhancing critical thinking in Grade III Mathematics learning.]]>
Copyrights © 2025
