<![CDATA[Contextual problems are essential in mathematics education as they help students connect abstract concepts to real-life situations. However, observations at UPTD SDN Keleyan 1 revealed that sixth-grade students struggled to solve contextual problems related to unit conversions, with an average pre-cycle score of only 23.85. This study aimed to improve students’ ability to solve contextual mathematical problems through the implementation of the drill method combined with immediate feedback. This classroom action research employed the Kemmis and McTaggart model and was conducted in two cycles. Each cycle included the stages of planning, action, observation, and reflection. The intervention began with a pretest and concluded with a posttest to measure improvements in learning outcomes. The results indicated a significant increase from the pre-cycle to Cycle II. By the end of Cycle II, most students scored above 70, reflecting improved conceptual understanding and procedural accuracy. This strategy proved effective in enhancing learning outcomes, focus, and reflective awareness. Moreover, students with higher levels of learning resilience demonstrated more consistent progress. These findings suggest that the drill method combined with immediate feedback can foster meaningful learning experiences and improve problem-solving skills in contextual mathematical tasks.]]>
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