<![CDATA[This study aimed to analyze the effectiveness of the Contextual Teaching and Learning (CTL) model in improving students’ mathematical problem-solving ability through a Systematic Literature Review (SLR). The review was conducted by applying the PRISMA approach to identify, screen, evaluate, and synthesize relevant studies obtained from Google Scholar within the 2019–2026 publication range. A total of 26 documents were initially identified, and 16 empirical primary studies were selected as the main corpus for synthesis, while 6 studies were categorized as conditional articles and 4 documents were excluded. The results showed that CTL tended to have a positive effect on students’ mathematical problem-solving ability across various educational levels, particularly in elementary school and junior high school contexts. The findings also indicated that the effectiveness of CTL was influenced by several factors, such as students’ learning independence, learning interest, and variations in instructional implementation. Overall, this review concluded that CTL was a promising learning model for enhancing students’ mathematical problem-solving ability, although its effectiveness remained contextual and depended on the quality of implementation.]]>
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