<![CDATA[This study was motivated by the low mathematical problem-solving ability among eighth-grade students at SMP Negeri 3 Bukittsinggi, attributable to limited active student engagement and mathematics instruction that remained abstract, theoretical, and teacher-centered. Contextual Teaching and Learning (CTL), which links academic material to students' real-life experiences, was proposed as an alternative to address this problem. This study aimed to determine whether the CTL model significantly affects the mathematical problem-solving ability of eighth-grade students at SMP Negeri 3 Bukittinggi. A pre-experimental study using the Static Group Comparison Design was employed. From a population of 157 eighth-grade students, class VIII-1 (32 students) was selected through simple random sampling as the experimental group receiving CTL instruction, and class VIII-5 (31 students) as the control group receiving conventional instruction. Data were collected through a five-item essay test and analyzed using the Liliefors normality test, F homogeneity test, and t-test. The analysis showed t(count) = 2,5848 > t(table) = 1.9996 with Sig. = 0,012 < α = 0.05, so was rejected. It is concluded that the CTL model significantly affects students' mathematical problem-solving ability.]]>
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