<![CDATA[The problem in this study is the low understanding of multiplication concepts in fourth-grade elementary school students caused by traditional learning practices (lecturing and memorization) that emphasize procedural outcomes rather than conceptual understanding. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' understanding of multiplication concepts. Using a quantitative approach with a one-group pretest-posttest design, this study involved fourth-grade students of SDN Gili Timur 2 as subjects. Data were collected through test instruments (pretest and posttest) and analyzed using a paired sample t-test. The results showed an increase in the average score from 51.05 to 72.35. The results of the hypothesis test showed a calculated t value (7.006) > t table (2.093) and a significance level of 0.000 < 0.05, so H0 was rejected and Ha was accepted. It was concluded that the use of the CTL model had a significant effect on fourth-grade students' understanding of multiplication concepts.]]>
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