<![CDATA[This study was motivated by the low level of mathematical conceptual understanding among second-grade elementary school students, which is attributed to a lack of variety in the instructional models used by teachers as a result, teachers tend to rely on conventional teaching methods that do not sufficiently engage students. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on students’ mathematical concept comprehension regarding two-dimensional shapes in second-grade elementary school. The research method used in this study is quantitative research with a quasi-experimental design. This study utilized two groups: an experimental group and a control group, with a total sample of 58 students from classes IIA and IIB at SD Negeri 189 Pekanbaru. The research instruments consisted of multiple-choice questions for the pretest and posttest, which had been validated beforehand. The data obtained were analyzed using an independent samples t-test, with results showing that students’ mathematical concept comprehension ability yielded a significance value of 0.000 (< 0.05), thus, the hypothesis testing results indicate that Ha is accepted and H0 is rejected. Based on this study, it can be concluded that there is a significant difference in students mathematical concept comprehension between those using the Contextual Teaching and Learning (CTL) model and those using conventional methods. Thus, the Contextual Teaching and Learning (CTL) model is effective as a learning model because it connects material on plane figures to students’ real-life contexts, thereby improving students’ mathematical concept comprehension.]]>
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