<![CDATA[This study responds to a persistent gap between students' actual problem-solving performance and the standards set by the National Council of Teachers of Mathematics (NCTM) and the Kurikulum Merdeka, and draws its theoretical framework from Polya's four problem-solving stages and CTL's seven instructional components. The study analyzed whether Grade VII students receiving the Contextual Teaching and Learning (CTL) model assisted by Wayground achieved better mathematical problem-solving ability than students receiving conventional instruction. Using a posttest-only control group design, 62 seventh-grade students from a private junior high school in Bandung, Indonesia were assigned through purposive sampling to an experimental class (n=31) and a control class (n=31). Hypothesis testing used an independent-samples t-test in IBM SPSS 23.0. The experimental class's posttest mean (62.23) significantly exceeded the control class's mean (57.58), one-tailed t(60)=3.559, p=0.0005<0.05=α. This advantage reflects CTL's capacity to train students to work through a problem step by step, reinforced by Wayground's automatic feedback and leaderboard, which sustain engagement during the reflection stage of problem-solving. The findings offer mathematics educators a concrete reference for pairing contextual instruction with interactive technology to strengthen junior high school students' problem-solving ability.]]>
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