<![CDATA[This study aims to analyze the effectiveness of the use of contextual-based manipulative teaching aids on elementary school students' understanding of mathematical concepts. This study uses a quantitative approach with an experimental method and a pretest-posttest design . The study was conducted in the even semester of the 2025/2026 academic year at UPT SDN 264 Padaelo, Kajuara District, Bone Regency, South Sulawesi. The study population was all fourth-grade students, while the study sample consisted of 14 students selected using a purposive sampling technique . Data collection techniques used tests ( pretest and posttest ) and documentation. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and hypothesis tests ( paired sample t-test ). The results of the descriptive statistical analysis showed that the average pretest score of 42.50 increased to 65.71 in the posttest score . The results of the hypothesis test showed a significance value of 0.000 <0.05, which means there was a significant difference between the pretest and posttest scores . Thus, the use of contextually based manipulative teaching aids has been proven effective in improving elementary school students' understanding of mathematical concepts. The implications of this research suggest that the use of contextually based manipulative teaching aids can be used as an alternative, more meaningful and interactive mathematics learning strategy in elementary schools.]]>
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