<![CDATA[This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) approach supported by interactive PowerPoint on fourth-grade students' mathematical concept comprehension and compare it with the Student Teams Achievement Divisions (STAD) approach. This quantitative study employed a Quasi-Experimental design with a Nonequivalent Control Group Design. The research sample comprised 25 students in Class IV-A as the experimental group (Contextual Teaching and Learning (CTL) approach) and 25 students in Class IV-C as the control group (Student Teams Achievement Divisions (STAD) approach) at SDIT Al Manar Purwakarta. Data collection instruments consisted of a 9-item written essay test and documentation. Data analysis techniques included descriptive statistics, Normalized Gain (N-Gain), and inferential statistics using Independent Samples T-Test and simple linear regression. Descriptive analysis showed the experimental class's average post-test score reached 82.16 (moderate N-Gain of 0.475), outperforming the control class at 74.16 (low N-Gain of 0.260). The inferential analysis confirmed a significant difference in student concept comprehension (p < 0.001). In conclusion, integrating the Contextual Teaching and Learning (CTL) approach with interactive PowerPoint serves as an effective learning strategy to significantly improve elementary school students’ mathematical concept comprehension.]]>
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