<![CDATA[This classroom action research aimed to improve students’ learning outcomes in data presentation material through the implementation of Contextual Teaching and Learning (CTL) based on school environment surveys. The study was motivated by low student achievement and engagement caused by teacher-centered learning and abstract instructional approaches that were not connected to students’ real-life experiences. The objective of this research was to describe the implementation of CTL and analyze the improvement of students’ learning outcomes. This study employed the Kemmis and McTaggart classroom action research model, conducted in two cycles consisting of planning, acting, observing, and reflecting stages. The research was carried out in a third-grade class of 28 students at SDN 1 Klaten. Data were collected through observation, tests, and documentation, and analyzed using qualitative descriptive and quantitative methods. The results showed a significant improvement in students’ learning outcomes. The percentage of mastery learning increased from 25.00% in the pre-cycle to 42.86% in Cycle I, and reached 85.71% in Cycle II. The average score also improved from 57.3 in the pre-cycle to 69.3 in Cycle I, and 80.2 in Cycle II. The findings indicate that the CTL approach through environmental survey activities effectively enhances students’ participation, motivation, and understanding of data presentation concepts. Therefore, this approach is recommended as an innovative and meaningful strategy to improve mathematics learning outcomes in elementary schools.]]>
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