Contextual Teaching And Learning Approach Research Articles

Development of Electronic Teaching Materials Based on Contextual Teaching and Learning (CTL) Approach to Improve High School Students' Mathematical Problem Solving Skills

The aim of this research is to develop approach-based electronic teaching materials Contextual Teaching And Learning (CTL) on systems of equations and linear inequalities to improve high school students' valid and practical mathematical problem solving abilities. This research method uses research and development with a 4D model. Data was collected using questionnaires, observations and interviews. The data analysis technique used is quantitative descriptive analysis. Teaching materials are said to be valid and practical if the score obtained is more than 70%. The results of this research show that electronic teaching materials are based The CTL approach was developed to increase mathematical problem solving abilities for high school students get score mean 89% with very valid category. The results of student responses in the limited trial obtained a score of 90.28% in the very practical category. The student response results in the field trial were 90.35% with very practical criteria. The teacher response results were 94.14% with the very practical category and the observation sheet 90.6% with the very practical criteria. From the results of validity and practicality, it can be seen that the teaching materials developed are suitable for use as learning resources.

PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING TERHADAP KEMAMPUAN PEMAHAMAN RELASIONAL SISWA SMP

This type of study was quantitative with quasi-experimental method that aims to discover the effect of contextual teaching and learning (CTL) on students’ relational understanding ability and how much the effect is. This study was posttest only group control design. It was conducted at SMP Negeri in Tangerang. The sample of this study were choosen randomly by cluster random sampling technique, which is students of grade VIII. The experimental class consisted of 35 students that applied CTL approach, while the control class consisted 34 studens that applied conventional study. Students’ relational understanding ability be measured with the test instrument that contain five essay questions of Pythagorean Theorem that has been tested valid and realiable. Based on the result of statistical hypothesis test using t-test, obtained that the average of students’ relational understanding ability that applied CTL approach is higher than the average of students’ relational understanding ability that applied conventional learning. This show that there is the effect of contextual teaching and learning approach on students’ relational understanding ability. As for the value of Cohen’s effect size, obtained is 69% that is included in medium category.

Multimedia Development of Pictionary Games with a Contextual Teaching and Learning (CTL) Approach in Improving Mufradat Mastery of Class IV Students at MIS Darussa'adah Bunobogu

This research aims to produce a product in the form of a multimedia pictionary game using the CTL approach as well as to determine the effectiveness of using this multimedia in improving the mastery of the mufradat of students in class IV at MIS Darussa'adah Bunobogu. The development of the multimedia pictionary game with the CTL approach uses the research and development (R&D) research method. The development stages carried out in this research are ADDIE or what is known as analysis, design, development, implementation and evaluation. Initial product development was based on needs analysis and then validated by 3 experts, namely material experts, media experts and language experts. The results of this development research are multimedia products for pictionary games using the CTL approach which have been tested for their suitability by media experts, linguists, material experts and students as media users. Overall validation results show good results, namely getting a very decent category with details: Material experts get a score of 96%, media experts get a score of 96%, and language experts get a score of 96%. As for the feasibility data, according to the students, they got a score of 98% and according to the teacher they got a score of 91%. Based on these values, it can be concluded that the multimedia pictionary game with the CTL approach will be effectively used to improve the mastery of the mufradat of class IV students at MIS Darussa'adah Bunobogu.Keywords: Development, Multimedia Pictionary Game, CTL Approach, Mufradat.

The use of contextual teaching and learning approach on students’ analytical exposition writing skills

The implementation of contextual teaching and learning approach has been widely used in English writing instruction in Indonesia. However, there is still a lack of study exploring the efficacy of applying Contextual Teaching and Learning (CTL) approach to teaching analytical exposition writing. Therefore, the study aims to look into the effects of CTL approach on the achievement of eleventh grade students’ analytical exposition writing skill and students’ perceptions on the advantages and challenges toward learning with the approach. The participants were 35 eleventh grade students with mixed-English ability. The method of study was mixed method research which employed quantitative and qualitative instruments. The quantitative instruments were analytical exposition writing pre-test and post-test, and three questionnaires. In contrast, the qualitative instrument was semi-structured interview. The findings of this study indicate that the contextual teaching and learning approach significantly improves students’ analytical exposition writing skill at the 0.05 level. In addition, students also revealed to have positive perceptions toward the CTL approach as it could provide them to write analytical exposition text with the topic that was relevant to their real-life experience, thus making them to have strong understanding of the topic and good content knowledge. To sum up, this study can provide valuable insights for writing teachers to tailor their instruction and writing lesson in analytical exposition text to align with students’ real-life experiences. As a result, students’ comprehension of the subject matter and its relevance can be greatly improved. Thus, it is advisable that contextual teaching and learning be encouraged to be applied in the classroom to assist students’ improvement in writing analytical exposition texts.

Kemampuan berpikir kreatif matematika siswa melalui pendekatan contextual teaching and learning

This study aims to describe the improvement of students' Mathematical Creative Thinking Ability (MCTA) in learning mathematics with the Contextual Teaching and Learning (CTL) approach. So that the goals that have been set can be achieved, quasi-experimental research is carried out with the design of the Nonequivalent Control Group Design. The population of this research is the students of class X SMA Negeri 2 Padangsidimpuan. The research sample was taken using a purposive sampling technique, namely class X MIA 3 for the experimental group and MIA 4 for the control group. The research carried out showed that the results of the MCTA students through the Independent Samples Test obtained a significance level of 0.00 <0.05. This means that there is a significant average difference between the increase in the MCTA of the experimental group students and the control group. Furthermore, the average value of the N-gain score for the experimental group is 0.41 and the control group is 0.29. This means that the improvement of students' MCTA through the CTL approach is better than learning with the conventional approach. Furthermore, with two-way ANOVA analysis, obtained a significance level of 0.196> 0.05. This means that there is no interaction with initial abilities with the learning approach in improving students' MCTA.

Peningkatan Hasil Belajar Ipa Melalui Pendekatan Kontekstual Pada Materi Bagian- Bagian Tumbuhan Bagi Siswa Kelas IV SD NEGERI 30 Sumpang Bita

This study aims to determine the increase in science learning outcomes (IPA) in the material of plant parts using a contextual approach (CTL) in class IV students at SD Negeri 30 Sumpang Bita. The research subjects were all 10 grade IV students consisting of 6 male students and 4 female students. This research is a classroom action research by applying the Contextual Teaching and Learning (CTL) approach as an effort to improve science learning outcomes for fourth semester students of SDN 30 Sumpang Bita, Balocci District, Pangkep Regency. Research activities planned as much as 2 cycles. Each cycle of procedures or steps to be carried out consists of 4 main activity components, namely planning, action, observation, and reflection. As for the results of this study, there was an increase in learning outcomes and student activity. It can be seen that there was an increase in learning outcomes for material parts of plants, from an average grade of 60 in the initial conditions, up to 78 in Cycle I, then in Cycle II, it rose to 80 (performance indicator of 80 has been reached). So it can be concluded that learning using the CTL approach can improve learning outcomes and activity in students IV IV SD Negeri 30 Sumpang Bita

Pendekatan Contextual Teaching And Learning (CTL) Dalam Meningkatkan Motivasi Belajar Siswa di SMK Negeri 2 Purwakarta

This study aims to explore the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing students' learning motivation at SMK Negeri 2 Purwakarta. The CTL approach is employed as a pedagogical strategy that links classroom content with real-world contexts, promoting active engagement and relevancy in learning. In this research, the CTL approach is implemented in the teaching of the National Legal System and Judiciary competence. Various teaching methods, such as case studies, discussions, and role-playing, are utilized to connect theoretical legal concepts with practical examples from the students' daily lives. The research involved the observation of student participation, surveys to gauge changes in motivation, and the analysis of learning outcomes. Preliminary findings suggest that the application of CTL positively influences students' learning motivation. By contextualizing legal concepts, students exhibit higher levels of interest, participation, and intrinsic motivation in the subject matter. The outcomes of this study highlight the significance of employing the CTL approach to enhance learning motivation in subjects like the National Legal System and Judiciary. The findings suggest that connecting theoretical concepts to real-life situations can stimulate students' interest and motivation to learn. This research contributes to the ongoing discourse on effective pedagogical strategies for increasing student engagement and enthusiasm in classroom learning environments.

Improving Narrative Writing Skills with the CTL Approach and Illustrated Image at SMA Negeri 5 Semarang

Writing is a language skill with the highest difficulty level compared to other language skills. Writing skills at SMA Negeri 5 Semarang based on the results of interviews conducted by researchers with English teachers of class X and the results of the initial survey test found a problem, namely the low ability to write stories in English subjects. They don't have self-confidence, are afraid of making mistakes, and don't know what to write and how to start. For this reason, the teacher conducts Classroom Action Research by applying a contextual approach (Contextual Teaching and Learning (CTL)) and illustrated media for Class X Students of SMA Negeri 5 Semarang. The common goal of learning writing skills is for students to express ideas, ideas, opinions, and knowledge systematically and in writing and have a penchant for writing

Internalizing Islamic moderation: a model approach for educational institutions

This paper examines the methods of internalizing the value of moderation in Islamic education, specifically within the context of at-tawāsuṭ wal i’tidāl (moderation and justice) in schools, drawing on Thomas Lickona's character education theory. The research methodology employed in this study includes a literature review and a survey. Although the survey presents some numerical data, the overall study is qualitative. The findings show that the core value of moderation in the Nahdlatul Ulama is at-tawāsuṭ wal i’tidāl, which will spell out various values of moderation derivatives. The processes of internalizing such Islamic moderation in schools – in the perspective of Lickona- were done along three stages: 1) Knowing, conducted through TCL (Teacher-Centered Learning) strategy by applying CTL (Contextual Teaching and Learning) approach and group discussion method; 2) Feeling, achieved through strengthening intra classroom activities, editing, and habituating; and 3) Doing, which is more implemented in intra and extracurricular activities. This research offers insights into internalizing Islamic moderation in schools, drawing on the perspective of at-tawāsut wal i’tidal and Lickona's character education theory. It contributes to the formulation of a model approach that can be implemented by various educational institutions, particularly schools, to foster Islamic moderation among students.

The Effect of The CTL Approach on Student’s Creative Thinking Skills and Mathematics Learning Outcomes

The research aims to analyze the effect of the Contextual Teaching and Learning (CTL) approach on creative thinking skills and learning outcomes and to describe the implementation of mathematics learning using the Contextual Teaching and Learning approach for class VI students at SDN 2 Ketapang Banyuwangi on the material Circumference and Area of a Circle. A mixed method was used in this research. The population in this research were all of the sixth-grade students for the 2021/2022 academic year, with a total of 54 students. The samples in this research were 23 students in the control class and 23 students in the experimental class, respectively, where the sampling technique used the Yamane formula. Statistical analysis used comparative analysis (t-test) and the N-gain test. The results showed: 1) the post-test t-test results between the control and experimental classes with a t-value of 4.791 (p-value = 0.000) and the t-test results differed between the post-test and pre-test scores between the control and experimental classes with the t-count value of 5.368 (p-value = 0.000). Both p-values are less than α (0.05), which means that the CTL approach influences students' creative thinking skills. 2) the post-test t-test results between the control and experimental classes with a t-count value of 2.136 (p-value = 0.038), the t-test results are the difference between the post-test and pre-test values between the control and experimental classes with a t-count value of 3.038 (p-value = 0.004). Both p-values are less than α (0.05), which means that the CTL approach has an effect on students Mathematics learning outcomes. Thus, the CTL approach has an effect on creative thinking skills and the mathematics learning outcomes of grade VI students on the circumference and area of a circle.

ANALYSIS THE INCREASE LEARNING OUTCOMES IN POETS SUBJECT THROUGH CTL APPROACH TO GRADE III OF STATE ELEMENTARY SCHOOL

This research is entitled Analysis the Increase Learning Outcomes in Poets Subject Through CTL Approach to Grade III of State Elementary School 060807 Medan. The reason for this research is to improve the learning outcomes and learning exercises of grade III of State Elementary School 060807 Medan in learning to write poetry. This study utilized classroom research activities conducted in two cycles with student research subjects as the research method. Research information collection methods in the form of test and non-test procedure methods. At that point, the analysis in this consider used the quantitative method. The results of this study show an increase in student learning results. In the preaction test, the average value was 59.57, while in cycle I the normal value was 72.50. In this way the increment in the normal value of writing poetry from the preaction to cycle I was 12.75 points. In cycle II the normal score came to 81, an increase of 8.5 points from cycle I and 21.25 points from the preaction test. Based on the research comes about, teachers are advised to apply the Contextual Teaching and Learning (CTL) approach since it is demonstrated to progress student learning results.

Development of Theme - Based English Learning Model with Contextual Teaching and Learning (CTL) Approach to Improve Students’ Reading Skills

This study is a Research and Development (R & D) which aims to (1) describe the needs of Theme-Based English Learning Model Development with CTL Approach to improve students' reading skills, (2) design a prototype of theme-based English learning model development with CTL approach to improve students' reading skills, (3) to measure the validity level of the development of theme-based English learning model with CTL approach to improving students' reading skills, (4) to measure the practicality level of the development of theme-based English learning model with CTL approach to improving students' reading skills, and (5) to measure the effectiveness level of the development of theme-based English learning model with CTL approach to improving students' reading skills. Subject of development of theme-based English learning model with contextual teaching and learning (CTL) approach to improve students' reading skills at SMP Negeri 19 Makassar. The research used a type of research and development (R&D) research that refers to the ADDIE model, Sugiyono (2016: 298). This model consists of five stages, namely Analysis, Design, Development, Implementation and Evaluation. Data collection techniques were carried out using observation, interviews, tests, questionnaires, and documentation techniques. The research instruments used were learning implementation observation instruments, student learning outcomes assessment test instruments, learning device validation instruments and implementation observation sheet validation instruments. The data analysis techniques were carried out by (1) analysing needs, (2) analysing the level of validity, (3) analysing the level of effectiveness, and (4) analysing student and teacher response data. The results of this study indicate that there is a need to develop a theme-based English learning model with a CTL approach to improve students' reading comprehension skills. The validation test results showed that the model book, teaching manual, learning tools and several research questionnaires were declared very valid based on the experts' assessment. Furthermore, the results of the practicality test also stated that this model proved to be very practical based on the results of observations of learning implementation and teacher and student response questionnaires.

UPAYA MENINGKATKAN HASIL BELAJAR MELALUI CONTEXTUAL TEACHING AND LEARNING PADA KONSEP ALAT PENGUNGKIT BAGI SISWA SEKOLAH DASAR

This study aims to improve student learning outcomes using the Contextual Teaching and Learning (CTL) approach to the concept of levers in science lessons. The method used is action research in class V SDN 1 Sukakarya, Tarogong Kidul District, Garut Regency. This classroom action research was conducted in three cycles by taking the stages of planning, implementing action, observing, and reflecting. Student learning outcomes individually from cycle I, cycle II, cycle III, each cycle has increased. During the pre-cycle, the average student score on the concept of a lever was 34.66, then it increased in cycle I to 47.02, cycle II increased to 57.37 and cycle III increased to 79.71. Based on the results of the research that the application of the CTL approach can improve the learning outcomes of fifth grade students at SDN 1 Sukakarya on the concept of levers in science subjects.

Peningkatan Keterampilan Menulis Karangan Narasi Melalui Pendekatan Contextual Teaching and Learning di Kelas V Sekolah Dasar

<p>This study aims to improve the process of learning to write narrative essays in Indonesian language learning through the Contextual Teaching and Learning (CTL) approach and improve learning outcomes of narrative essay writing skills through the CTL approach to the fifth grade students of SD Negeri Bojongjengkol 03 Ciampea District, Bogor Regency. This type of research is Classroom Action Research. The researcher uses an action research model developed by Kemmis and Mc. Taggart which includes the stages of planning, implementing actions, observing, and reflecting. The subjects of this study were the fifth grade students of SD Negeri Bojongjengkol 03, Ciampea District, Bogor Regency, totaling 25 students. This classroom action research was carried out in two cycles, namely the first cycle consisting of 3 meetings and the second cycle consisting of 2 cycles. Data collection techniques using tests and observations. The data collection instrument used learning outcomes tests and observation sheets. To test the validity of the instrument in this study using construct validity using expert judgment. Research data obtained from observation and test learning outcomes. The data obtained were analyzed descriptively quantitatively and descriptively qualitatively. In the learning process in cycle I, the teacher applied the CTL approach. In the first cycle, the students' narrative essay writing skills increased from the pre-cycle results, the students' average score was 64.84 and increased to 66.12. Learning in cycle II the teacher applies the CTL approach combined with group discussions. Cycle II the average score of students increased to 75.16. In the first cycle, only 54.29% of students who finished learning increased to 100% in the second cycle. The results showed that the CTL approach could improve narrative essay writing skills.</p>

The implementation effect of realistic mathematics education and contextual teaching and learning approaches on the students' mathematical communication ability: A meta-analysis

Over the last ten years, many studies have discussed the effect of implementing the Realistic Mathematics Education (RME) and Contextual Teaching and Learning (CTL) approaches on students' mathematical communication ability. However, these studies show inconsistent results. This study aims to analyze the effect of implementing the RME learning approach, the effect of implementing the CTL approach, and the difference in the effect of implementing the RME learning approach compared to the CTL approach on students' mathematical communication ability. This research used a quantitative approach with a meta-analysis method. The search for research articles with publication years from 2012 to 2022 was carried out using several databases, namely DOAJ, ERIC, Google Scholar, IOP Publishing, Garuda Portal, Semantic Scholar, and national journals link. Using the PRISMA protocol, the authors obtained 15 research articles on RME and 14 research articles on CTL that met the inclusion criteria and could be used in this study. The results of this study showed that the implementation of the RME learning approach has a moderate influence (g = 0,820) on students' mathematical communication ability, and the implementation of the CTL approach has a strong influence (g = 1,017) on students' mathematical communication ability. There is no significant difference between the effect of the RME learning approach's implementation and the CTL approach's effect on students' mathematical communication ability (Q_value = 2,329, p_value = 0,127). Therefore, the RME and CTL learning approaches can be used as learning alternatives that aim to enhance students' mathematical communication ability.

Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability

Contextual Teaching and Learning (CTL), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. This study aims to describe the implementation of CTL approach to enhance students’ higher order thinking skill (HOTS) in writing ability of STKIP PGRI Sidoarjo, which has been found in preliminary observations to be lacking in this aspect. This quantitative research uses a quasi-experimental design through a pretest-posttest pattern. The research sample was 22 students of 2021 A class (Experimental Class) and 23 students of 2021 B class (Control Class). The data were collected through observation, test, and questionnaires. The higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). From the table of t-test results, the results (α) = 0.004. It can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. The findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. Moreover, it is recommended that CTL and higher order thinking skill have significant influence toward writing ability.

The Students’ Perception on Teaching Narrative Writing Skills through Contextual Teaching and Learning (CTL) Approach

This study aims to investigate the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach. This study employed a quasi- experimental design with fifty-two eleventh-grade students as participants. The participants were divided into two groups; An experimental group received the CTL approach, and a control group received the conventional way. This study utilized a pre-posttest and perceptional questionnaire. Nonparametric tests (i.e., Mann-Whitney U test and Wilcoxon test) were run to analyze the data in this study. Implementation of the CTL approach through its components positively contributes to teaching narrative writing skills. Meanwhile, the perceptional questionnaires showed that the students' experiment group perceived the implementation of the CTL Approach positively. This study results render teachers’ insight into a practical approach to teaching writing to be able to teach narrative writing. It can be concluded that the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach have highly positive perception. As recommendation can work at all levels of students’ capability. The implementation of Contextual Teaching and Learning approach can be successful if it is implemented with the appropriate material based on students’ level.

DESAIN DAN UJI COBA HANDOUT DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS GUIDED NOTE TAKING PADA MATERI LAJU REAKSI

This research was instigated by the importance of interesting teaching material availability on Chemistry subject. This research aimed at designing an interesting chemistry teaching material for students in order to increase educational quality, then validity test was conducted by the experts of media and material, practicality test was by Chemistry subject teacher, and trial was to the students. In this research, the handout was designed by using Guided Note Taking based Contextual Teaching and Learning (CTL) approach on Reaction Rate lesson. The final product was in the form of a valid handout. It was Research and Development (R&D) with Borg and Gall modification model, and it was administered at State Senior High School Plus Riau Province. Interview, questionnaire, and documentation were the techniques of collecting the data. The handout with Guided Note Taking based CTL approach on Reaction Rate lesson developed was tested valid with the percentage 91.72% (very valid), it was tested practical with the percentage 88.33% (very practical), and it got good response to all handout contents with the percentage 93.54% (very good). Based on these findings, it could be concluded that the handout with Guided Note Taking based CTL approach on Reaction Rate lesson was valid and practical, and it got good student response, so it could be done the test on the next step.Keywords : Handout, Contextual Teaching and Learning (CTL), Guided Note Taking, Reaction Rate

Pengembangan Modul IPA Muatan Perubahan Energi Berbasis Pendekatan Contextual Teaching And Learning (CTL) pada Siswa Kelas III SD Negeri 117 Palembang

This study aims to (1) produce a valid CTL approach-based energy change science module product for third grade elementary school students, (2) produce a practical energy change charge science module product based on a practical CTL approach for third grade elementary school students, (3 ) produces an effective science module for energy change based on the CTL approach for third grade elementary schoolstudents. Needs analysis in this study is that teachers and students still use teaching materials in the form of thematic printed books, even teachers still use the lecture method in linking learning materials related to contextual (reality) and in thematic printed books related to energy change materials that are too short and have little material. In addition, the pictures in the thematic books are less varied in relating them to contextual matters. This research and development uses the ADDIE model development procedure (analysis, design, development, implementation, and evaluation). The subjects of this study were students of class III-A SD Negeri 117 Palembang with a total of 24 students. The quality criteria for the science module on energy change can be seen from the validation results of material, language, and media experts. The results of module validity based on material expert validation are 94.% categorized as veryvalid, linguist validation is 78% valid, media validation results are 90% categorized as very valid, and 70% practitioner validation is categorized as very practical. Then the assessment of the Small Group student response questionnaire is 99% categorized as very good. Based on what has been described, the IPA module based on the Contextual Teaching and Learning (CTL) approach is very feasible to use.

PENINGKATAN KETERAMPILAN DAN HASIL BELAJAR TEMATIK PADA MATERI PECAHAN MELALUI PENERAPAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) SISWA KELAS III SD NEGERI PERUMNAS PEUNYARENG TAHUN AJARAN 2021/2022

Abstract: Improving Skills and Thematic Learning Outcomes in Fractional Materials Through the Application of the Ctl (Contextual Teaching and Learning) Approach for Class III Students of Public Elementary School Peunyareng, Academic Year 2021/2022. This study aims to improve the Skills and Learning Outcomes of Fractions in Thematic Learning of Grade III students of SD Negeri Perumnas Peunyareng, Academic Year 2021/2022. The model used in this classroom action research is the CTL (Contextual Teaching and Learning) approach. The subjects of this classroom action research are students III of SD Negeri Perumnas Peunyareng, Academic Year 2021/2022. The number of students is 15 students with 10 male students and 5 female students. This classroom action research is carried out in the 2021/2022 Academic Year. This classroom action research is carried out over a period of 3 months, from February 2022 to April 2022 in the even semester. The methodology of this research is classroom action research consisting of two cycles and each cycle consists of two meetings. Each cycle consists of planning, implementing, observing and reflecting. The research procedure consisted of pre research, planning cycle one, implementing cycle one action, observing cycle one, reflecting on cycle one, planning cycle two, implementing cycle two, observing cycle two and reflecting on cycle two. The data collection technique is collecting test scores which are carried out at the end of each learning cycle in each cycle using a question instrument (written test). Observation data is done by looking at the students' skills in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in the mastery of student learning outcomes from 34.78% in the pre-study to 60.86% in the first cycle and increased to 78.26% in the second cycle. Student learning skills have increased from moderate to good category and good category to very good category. The CTL (Contextual Teaching and Learning) approach can improve skills and thematic learning outcomes in fractions of third grade students at SD Negeri Perumnas Peunyareng, Academic Year 2021/2022