<![CDATA[Although primary school students’ understanding of mathematical concepts has been extensively studied, research on the effectiveness of contextual mathematics instruction supported by concrete materials in local primary school contexts remains limited. This study aims to analyze the effectiveness of contextual mathematics instruction supported by concrete materials in improving students’ understanding of mathematical concepts at SDN 49 Kota Parepare. The study employed a quantitative approach with a quasi-experimental design involving 30 fifth-grade students selected through purposive sampling. Data were collected using a test of mathematical conceptual understanding, observation sheets, and documentation, and then analyzed using descriptive statistics, normalized gain scores (N-gain), and a paired-samples t test. The results showed improved understanding of mathematical concepts following the implementation of the instruction, with a mean pretest score of 58.40 and a mean posttest score of 82.70. The N-gain score of 0.58 fell within the moderate category, while the paired-samples t test indicated a significant difference between scores before and after the instruction (t = 8.214; p < 0.001). These findings support the potential of a contextual approach supported by concrete materials to develop students’ understanding of mathematical concepts in the context studied and enrich research on constructivist mathematics instruction. In practical terms, the findings can serve as a reference for teachers and educational institutions in designing active, contextual, and student-centered mathematics instruction. Future research could examine the integration of contextual approaches with digital media to support the development of primary school students’ mathematical abilities.]]>
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