<![CDATA[This study aims to determine the effect of the Inquiry-Based Learning model with a contextual approach on students' mathematical representation abilities. The research subjects were eighth-grade students at SMP Negeri 1 Pundong, with learning materials on cubes and blocks. The research design used was a quasi-experimental design with a pretest-posttest control group design. The research sample was selected using simple random sampling, with class VIII D as the experimental group and class VIII B as the control group. The data collection instrument was an essay test administered before and after the treatment. The experimental group was taught using the Inquiry-Based Learning model based on contextual problems, while the control group used conventional teaching methods. Data analysis results showed that the average N-Gain score for the experimental group was 65%, which falls into the moderately effective category. Most students experienced an improvement in their mathematical representation skills after participating in the learning process. Hypothesis testing using an independent sample t-test in SPSS version 25 produced a significance value of 0.000 (sig. < 0.05). Thus, H? was rejected and H? was accepted, meaning that there was a significant effect of using the Inquiry-Based Learning model with a contextual approach on the mathematical representation abilities of eighth-grade students at SMP Negeri 1 Pundong on the subject matter of cubes and blocks.]]>
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