<![CDATA[This study aims to determine the difference in the improvement of students’ mathematical conceptual understanding through mathematics learning based on Contextual Teaching and Learning (CTL) assisted by Edpuzzle compared with conventional learning on the topic of the Pythagorean Theorem. This study employed a quantitative approach with a quasi-experimental method involving 60 eighth-grade students at MTs Baitur Ridha, consisting of 30 students in the experimental class and 30 students in the control class. Data were collected through pretests and posttests. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the nonparametric Mann–Whitney U test because the Gain Score data were not normally distributed. The results showed that the average Gain Score of the experimental class was 23.10, while that of the control class was 13.33, with a difference of 9.77 points. The Mann–Whitney U test revealed a statistically significant difference between the two groups (p 0.001). Thus, the improvement in scores among students who participated in CTL-assisted Edpuzzle learning was greater than that of students who participated in conventional learning. CTL-assisted Edpuzzle learning can serve as an alternative approach to supporting the improvement of students’ mathematical conceptual understanding, particularly in the topic of the Pythagorean Theorem.]]>
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