<![CDATA[This study was motivated by students’ low ability to understand mathematical word problems, particularly in identifying known and asked information and determining the appropriate arithmetic operation. This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) approach on students’ ability to understand mathematical word problems in Grade III at SD Negeri 170 Pekanbaru. This study employed a quantitative approach with a one-group pretest-posttest design. The subjects were Grade III students of SD Negeri 170 Pekanbaru. Data were collected through a mathematical word-problem comprehension test administered before and after the implementation of the CTL approach. The data were analyzed using normality testing, paired sample t-test, and simple linear regression. The results showed that the students’ mean score increased from 9.09 on the pretest to 23.30 on the posttest, with an increase of 14.21 points. The paired sample t-test obtained a significance value of 0.000 < 0.05, while the simple linear regression test obtained a significance value of 0.008 < 0.05 with a regression coefficient of 0.649. Therefore, the Contextual Teaching and Learning approach has a significant and positive effect on students’ ability to understand mathematical word problems in Grade III at SD Negeri 170 Pekanbaru.]]>
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