<![CDATA[Low mathematics learning outcomes regarding the topic of 3D shapes remain a challenge for students with physical disabilities at SLB Hikmah Reformasi. Preliminary observations indicated that two students struggled to grasp the concepts of 3D shapes because instruction tended to be teacher-centered and lacked connections to everyday experiences. This study aimed to improve mathematics learning outcomes through the implementation of the Contextual Teaching and Learning (CTL) model. A Classroom Action Research (CAR) method was employed, conducted over two cycles with two students with physical disabilities (Phase A, Grade II) as subjects. Data were collected through observation, tests, interviews, and documentation. Qualitative data were analyzed via data reduction, data presentation, and conclusion drawing, while quantitative data were analyzed by comparing test result percentages across cycles. The results demonstrated an improvement in learning outcomes following the implementation of CTL. In Cycle I, Student A achieved a score of 77% and Student R achieved 66%. In Cycle II, performance improved to 100% for Student A and 88% for Student R. Thus, the implementation of CTL resulted in improved mathematics learning outcomes regarding 3D shapes for students with physical disabilities at SLB Hikmah Reformasi.]]>
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