PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING BERBANTUAN EDUCAPLAY TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SEKOLAH DASAR

Abstract

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model, supported by Educaplay media, on the mathematics learning outcomes of fourth-grade students in the Cluster III elementary schools of Sawan District. The study employs a quantitative approach using an experimental method and a Pretest-Posttest Control Group Design. The research population consists of 105 fourth-grade students from Cluster III elementary schools in Sawan District. The sample comprises 45 students: 23 in the experimental group (from SD Negeri 3 Menyali) and 22 in the control group (from SD Negeri 2 Sawan). Data collection was conducted using an objective test consisting of 30 multiple-choice questions administered before and after instruction. Data were analyzed using descriptive statistics, N-Gain, the Kolmogorov-Smirnov normality test, Levene's homogeneity test, and the independent t-test. The results show that the experimental group's average pre-test score was 55.43, rising to 79.13 in the post-test, while the control group's average increased from 54.54 to 70.45. The average N-Gain for the experimental group was 61.89% (categorized as "fairly effective"), whereas the control group's average was 40.75% (categorized as "less effective"). Normality test results yielded significance values ​​of 0.081 for the control group and 0.200 for the experimental group, indicating that both datasets were normally distributed. The homogeneity test yielded a significance value of 0.083, indicating that the data were homogeneous. Furthermore, the independent t-test result showed a Sig. (2-tailed) value of 0.003, which is less than 0.05. Consequently, the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted. The study concludes that the implementation of the Contextual Teaching and Learning model supported by Educaplay has a significant effect on the mathematics learning outcomes of fourth-grade elementary school students.