<![CDATA[The purpose of this study was to improve students' understanding of the Concept through the application of contextual learning on fraction material in grade IV of SDN 066048/IV Medan City. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model consisting of four stages: planning, action, observation, and reflection in each cycle. The subjects of this study were 28 grade IV students. Data collection was carried out through observation, learning outcome tests, and documentation, then analyzed quantitatively and qualitatively. Learning success is marked by a minimum of 75% of students achieving the Minimum Completion Criteria (KKM) of 75. The study was conducted in two cycles. In cycle I, the student completion rate reached 66.6% (sufficient category), while in cycle II it increased to 82.0% (good category). The results showed that the application of contextual learning gradually increased student activity, individual responsibility, and group cooperation. Improvements made in cycle II, such as clearer explanations of learning objectives, the use of supporting media, and the formation of heterogeneous learning groups, had a positive impact on student learning outcomes. Thus, contextual learning has proven to be effective in improving students' understanding of the concept of fractions]]>
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