Implementasi Contextual Teaching and Learning (CTL) untuk Meningkatkan Minat Belajar Matematika Siswa Sekolah Dasar
DOI:
https://doi.org/10.46918/equals.v9i1.3218Keywords:
CTL, Learning Interest, Mathematics, Elementary School, Qualitative Case StudyAbstract
This study aims to analyse the implementation of Contextual Teaching and Learning (CTL) in mathematics learning and to explore students' learning interest at SDN Sumberharjo Pacitan. A qualitative case study design was employed (Yin, 2018; Creswell, 2014), as this study seeks to understand a real-life phenomenon, namely CTL implementation, in its natural context without manipulating variables. Data were collected through semi-structured in-depth interviews using an interview guide with one classroom teacher, one school principal, and eleven Grade IV students (6 males and 5 females; aged 9–10 years); participant observation using an observation checklist across four learning sessions on quadrilateral topics; and documentation of lesson plans, student worksheets, activity photographs, and field notes.
Data were analysed using the Miles–Huberman–Saldaña interactive model (data condensation, data display, and conclusion drawing/verification) and validated through source and technique triangulation. The results reveal that CTL was applied systematically through seven components: constructivism, inquiry, questioning, learning community, modelling, reflection, and authentic assessment. The findings indicate that students demonstrated increased learning interest across four dimensions: affective (positive feelings and enthusiasm), cognitive (contextual understanding through real-life examples), behavioral (collaborative engagement in group discussions), and motivational (a sustained desire to continue learning independently).
Three mediating factors underlie the effectiveness of CTL, namely teacher role transformation, content contextualisation, and institutional support. This study contributes a three-factor mediating framework that connects the effectiveness of CTL to Vygotsky's Zone of Proximal Development (ZPD), Bruner's representational theory, and Hidi–Renninger's four-phase model of interest development.
Downloads
References
Amanda, Z., Firdaus, R., & Kusumaningrum, D. (2025). Penerapan model pembelajaran contextual teaching and learning (CTL) untuk meningkatkan minat belajar siswa pada kelas V SD Negeri 01 Mangunrejo. Jurnal IKA, 16(1), 205–216.
Ariyurek, E. A., & Yurtseven, N. (2024). School engagement and learning responsibility in middle school students. International Journal of Curriculum and Instructional Studies, 14(2), 220–250. https://doi.org/10.31704/1500085
Astuti, G. D., Kurniawati, R. P., & Kusumawati, N. (2025). Pengaruh model pembelajaran contextual teaching learning (CTL) terhadap literasi matematika ditinjau dari minat belajar siswa [Skripsi, Universitas PGRI Madiun].
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Daud, R. M. (2024). Penerapan pendekatan contextual teaching and learning (CTL) dalam proses pembelajaran untuk meningkatkan pemahaman siswa. Jurnal Pendidikan dan Pembelajaran, 1(2).
Dewi, D. A., & Elisa, E. I. (2025). Implications of constructivism theory in elementary school science learning: Systematic literature review. https://doi.org/10.17509/eh.v17i2.86250
Fastrich, G. M., & Murayama, K. (2020). Development of interest and role of choice during sequential knowledge acquisition. AERA Open, 6(2). https://doi.org/10.1177/2332858420929981
Fauzan, H., & Anshari, K. (2024). Studi literatur: Peran pembelajaran matematika dalam pembentukan karakter siswa. Jurnal Riset Rumpun Ilmu Pendidikan, 3(1), 163–175. https://doi.org/10.55606/jurripen.v3i1.2802
Gombo, M. (2024). Application of Jerome Bruner's learning theory in learning mathematics in elementary school. International Journal of Sustainable Social Science, 2(5), 335–342. https://doi.org/10.59890/ijsss.v2i5.2631
Guo, C., Chen, H., & Zhou, M. (2023). Research on the application of advance organizers in high-school mathematics teaching: Take extrema of functions. Research and Advances in Education, 2(7), 12–16. https://doi.org/10.56397/rae.2023.07.03
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Nasir, A. M., Hidayat, S., & Syamsuriyawati. (2022). Hubungan antara minat belajar dan hasil belajar matematika siswa SMPN 4 Bantimurung. ELIPS: Jurnal Pendidikan Matematika, 3(1). https://doi.org/10.47650/elips.v3i1.403
Ndraha, I. S., Mendrofa, R. N., & Lase, R. (2022). Analisis hubungan minat belajar dengan hasil belajar matematika. Educativo: Jurnal Pendidikan, 1(2), 672–681. https://doi.org/10.56248/educativo.v1i2.92
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Putri, A., Hindun, I., & Suharni, S. (2025). Implementasi pendekatan contextual teaching and learning untuk meningkatkan keaktifan dan hasil belajar pendidikan Pancasila kelas II SD. Jurnal Ilmiah Global Education, 6(2), 362–371. https://doi.org/10.55681/jige.v6i2.3749
Renninger, K. A., & Hidi, S. E. (2022). Interest development, self-related information processing, and practice. Theory Into Practice, 61(1), 23–34. https://doi.org/10.1080/00405841.2021.1932159
Sari, E. N., Yazid, M., & Mahmudah, R. (2025). Implementasi metode pembelajaran kontekstual berbasis permainan edukatif terhadap minat belajar matematika siswa sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10, 253–260. https://doi.org/10.23969/jp.v10i04.35910
Sari, P. M. N., Parmiti, D. P., & Sukmana, A. I. W. I. Y. (2020). Efektivitas hasil belajar matematika melalui model CTL berbasis masalah terbuka siswa kelas IV SD. Jurnal Ilmiah Sekolah Dasar, 4(2), 248–256. https://doi.org/10.23887/jisd.v4i2.25558
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English Language Teaching, 3(4).
Slavin, R. E. (2016). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd ed., pp. 388–404). Routledge.
Tan, A. L., Gillies, R., & Jamaludin, A. (2024). A new model for tracing interest: The growth cycle of interest framework. Current Psychology, 43(41), 32210–32222. https://doi.org/10.1007/s12144-024-06771-2
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky's constructivism learning theory with differentiated learning in primary schools. Journal of Education and Learning, 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Darfi Widiarni, Ezif Rizqi Imtihana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
9.png){kind=logo}
