<![CDATA[Mathematical problem-solving skills are one of the important competencies that elementary school students must have, especially in learning mathematics on fractions. However, in reality, these skills are still relatively low, partly due to the use of learning approaches that lack context. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) approach on the mathematical problem-solving skills of fifth-grade elementary school students on fractions. This study used a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The study was conducted at PAB 29 Manunggal Private Elementary School with a sample of 27 students from fifth grade classes A and B. Class V A, as the experimental class, was given treatment using the CTL approach, while class V B, as the control class, used conventional learning. The research instrument was an essay test of mathematical problem-solving skills. The data were analyzed using parametric statistical tests with the Independent Samples t-test after meeting the prerequisites of normality and homogeneity. The results showed that the average post-test scores of the experimental class were higher than those of the control class, and there was a significant difference in mathematical problem-solving skills between the two classes. Thus, it can be concluded that the Contextual Teaching and Learning approach is effective in improving students' mathematical problem-solving skills.]]>
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