<![CDATA[The purpose of this study was to determine the improvement of students' understanding of mathematical concepts through the implementation of the Contextual Teaching and Learning (CTL) learning model with Mathyster Box media. This study used a quantitative approach with a quasi-experimental design of the Non-Equivalent Control Group Design type. The subjects of the study consisted of two classes, namely class IIIA as the experimental class that received CTL learning assisted by Mathyster Box and class IIIB as the control class that received CTL learning without the help of Mathyster Box media. Data collection techniques were carried out through concept understanding tests, questionnaires, and observations. Data analysis used prerequisite tests in the form of normality and homogeneity tests, as well as hypothesis testing using independent sample t-tests and regression analysis. The results of the study showed that there were significant differences and influences between the conceptual understanding of students who participated in CTL learning assisted by Mathyster Box and students who participated in CTL learning without the help of media. CTL learning assisted by Mathyster Box was able to increase student engagement, facilitate understanding of mathematical concepts, and create a more meaningful and enjoyable learning atmosphere. Thus, the use of the CTL learning model assisted by Mathyster Box had a positive effect on the understanding of mathematical concepts of third-grade elementary school students.]]>
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