Effect of a Contextual Teaching and Learning Models Based on Islamic Boarding School Culture on Students' Understanding of Mathematical Concepts
https://doi.org/10.51574/kognitif.v6i2.4950
Keywords:
Contextual Teaching and Learning (CTL), Islamic Boarding School Culture , Mathematical Concepts , Quasi-Experimental ResearchAbstract
The purpose of this study is to analyze the impact of using a Contextual Teaching and Learning (CTL) model based on islamic boarding school culture on students’ understanding of mathematical concepts in the topic of arithmetic sequences and series. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects consisted of 39 eleventh-grade students at MA Nurul Hasan Maron Probolinggo, selected using purposive sampling, comprising an experimental class and a control class. Data collection was conducted through pretests and posttests, then analyzed using descriptive statistics, normality tests, homogeneity tests, independent sample t-tests, N-gain, and effect size. The results showed a significant difference between the experimental and control classes, with a significance level of 0.000 < 0.05 and a t-value of -4.724. The average score of the experimental class increased from 49.75 to 80.00, while that of the control class increased from 41.05 to 64.47. The experimental class’s N-gain value of 0.60 (moderate category) was higher than the control class’s 0.40, supported by an effect size of 1.55 (large category). These findings indicate that CTL learning based on islamic boarding school culture makes a significant difference in improving students’ understanding of mathematical concepts. This study underscores the importance of integrating local cultural contexts as a meaningful and relevant source of learning that aligns with students’ experiences in mathematics education.
Downloads
References
Abraham, I., & Supriyati, Y. (2022). Desain kuasi eksperimen dalam pendidikan : literatur. 8(3), 2476–2482. https://doi.org/10.36312/jime.v8i3.3800/http DOI: https://doi.org/10.58258/jime.v8i3.3800
Agustian, A., Lisdiana, K., Suryana, A., & Nursalman, M. (2025). Analisis Statistik Uji Normalitas dan Homogenitas Data Nilai Mata Pelajaran dengan Menggunakan Python. 10(1), 51–56. https://doi.org/10.54801/b2726673 DOI: https://doi.org/10.54801/b2726673
Apriani, F., & Sudiansyah, S. (2024). Dampak Kurangnya Praktik Dalam Pelajaran Matematika: Pentingnya Latihan Terstruktur Bagi Pemahaman Konsep Matematika. AL KHAWARIZMI: Jurnal Pendidikan Matematika, 4(1), 40-49. 4(1). https://doi.org/10.46368/kjpm.v4i1.1856 DOI: https://doi.org/10.46368/kjpm.v4i1.1856
Aprilia, T. (2021). Efektivitas Penggunaan Media Sains Flipbook Berbasis Kontekstual untuk Meningkatkan Kemampuan Berfikir Kritis Siswa The Effectiveness of the Use of Flipbook Science Media Based on Contextual to Improve Critical Thinking Ability of Students. 14(1), 10–21. https://doi.org/10.21831/jpipfip.v14i1.32059 DOI: https://doi.org/10.21831/jpipfip.v14i1.32059
Arifin, C. S., & Nuh, M. (2026). Eksplorasi kemampuan literasi matematis siswa pada perbandingan senilai : studi kasus berbasis. 11(1), 130–143. https://doi.org/10.26877/jipmat.v11i1.3684
Bolo, K., Konsep, P., & Aljabar, M. (2025). Pengaruh Model Pembelajaran Concept Attainment terhadap Pemahaman Konsep Matematika Siswa Kelas VII. 5, 745–761. https://doi.org/10.53299/jagomipa.v5i3.2116 DOI: https://doi.org/10.53299/jagomipa.v5i3.2116
Dayani, D. R., & Hasanuddin, H. (2020). Pengaruh Penerapan Model Pembelajaran Contexctual Teaching and Learning (CTL) terhadap Kemampuan Pemecahan Masalah Matematis berdasarkan Self Confidence Siswa SMP Negeri 1 Sungai Batang. JURING (Journal for Research in Mathematics Learning), 3(1), 091. https://doi.org/10.24014/juring.v3i1.8896 DOI: https://doi.org/10.24014/juring.v3i1.8896
Effendy, I. (2016). Pengaruh pemberian pre-test dan post-test terhadap hasil belajar mata diklat hdw.dev.100.2.a pada siswa smk negeri 2 lubuk basung. http://dx.doi.org/10.30870/volt.v1i2.2873
Fitriana, D. A. (2022). Validitas Dan Reliabilitas Instrumen Penilaian Matematika Dengan Problem Solving Berbasis Penskoran Politomus. 5(1), 13–25. https://doi.org/10.61941/iklila.v9i1
Kholil, M., & Safianti, O. (2019). Efektivitas Pembelajaran Penemuan Terbimbing Terhadap Hasil Belajar Matematika Siswa Materi Barisan dan Deret. 89–98. https://doi.org/10.31537/laplace.v2i2.246 DOI: https://doi.org/10.31537/laplace.v2i2.246
Kiareni, C. L., & Sorisa, C. (2024). Analisis Penerapan Distribusi Sampling terhadap Kualitas Informasi dan Kepuasan Pengguna Media Sosial. 2(6), 560–564. https://doi.org/10.61722/jssr.v2i6.3004
Kriswinarso, T. B., Sugianto, L., & Bachri, S. (2023). Pemahaman konsep siswa : eksperimen pada siswa smp dengan pembelajaran matematika berbasis kooperatif tipe conceptual understanding procedures ( CUPS ). 10–18. https://doi.org/10.53696/2964-867X.76 DOI: https://doi.org/10.53696/2964-867X.76
Pranata, E. (2016). Implementasi Model Pembelajaran Group Investigation ( GI ) Berbantuan Alat Peraga Untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika. 34–38.
http://dx.doi.org/10.26737/jpmi.v1i1.80 DOI: https://doi.org/10.26737/jpmi.v1i1.80
Pratama, R. A., & Saregar, A. (2019). Pengembangan lembar kerja peserta didik (lkpd) berbasis scaffolding untuk melatih pemahaman konsep. 02(1), 84–97. https://doi.org/10.24042/ijsme.v2i1.3975 DOI: https://doi.org/10.24042/ijsme.v2i1.3975
Putri, I., Nurkifayati, Lisfani, Inayah, A., & Syafruddin. (2025). Penerapan Model Pembelajaran CTL Berorientasi Kearifan Lokal untuk Meningkatkan Hasil Belajar Siswa SD. 2(2), 2014–2019. https://doi.org/10.71436/jpi.v2i2.33
Rahmawati, S. M., Sutarni, N., & Muhammad, I. (2023). Meningkatkan Kemampuan Berpikir Kritis Siswa melalui Model Contextual Teaching and Learning : Quasi-Eksperimen. 4, 969–976. https://doi.org/10.62775/edukasia.v4i2.378 DOI: https://doi.org/10.62775/edukasia.v4i2.378
Ratnawati, & Romansyah, R. (2022). Analyzing efl classroom interaction in contextual teaching and learning. 9(2), 164–176. https://doi.org/10.22219/celtic.v9i2. DOI: https://doi.org/10.22219/celtic.v9i2.22823
Ruwaidah, R. (2022). Penggunaan Strategi Pembelajaran CTL (Contextual Teaching and Learning) untuk Meningkatkan Prestasi Belajar Mata Pelajaran Matematika Materi Relasi dan Fungsi pada Siswa Kelas X MIPA-2 SMAN 4 Kota Bima Semester 1 Tahun Pelajaran 2019/2020. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 2(2), 87–99. https://doi.org/10.53299/jppi.v2i2.220 DOI: https://doi.org/10.53299/jppi.v2i2.220
Safari, Y., & Nurhida, P. (2024). Pentingnya Pemahaman Konsep Dasar Matematika dalam Pembelajaran Matematika. Karimah Tauhid, 3(9), 9817–9824. https://doi.org/10.30997/karimahtauhid.v3i9.14625 DOI: https://doi.org/10.30997/karimahtauhid.v3i9.14625
Siswanto, D. H., Kintoko, K., & Pisriwati, S. A. (2025). Integrasi CTL dan Etnomatematika dalam Pembelajaran Matematika untuk Pemahaman Konseptual Berbasis Budaya. SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika, 13(2), 113–124. https://doi.org/10.17509/sigmadidaktika.v13i2.81536 DOI: https://doi.org/10.17509/sigmadidaktika.v13i2.81536
Sitanggang, V. S., & Simanjorang, M. M. (2025). Investigasi Peningkatan Kemampuan Pemahaman Konsep Matematis Siswa dalam Kelas Pembelajaran dengan Pendekatan Pendidikan Matematika Realistik. 5, 1549–1559.
https://doi.org/10.53299/jagomipa.v5i4.2779 DOI: https://doi.org/10.53299/jagomipa.v5i4.2779
Suhermi, L., Barokah, N., & Kamal, R. (2024). Pembelajaran Kontekstual sebagai Inovasi Kreatif dalam Menjadikan Materi Ajar Lebih Bermakna. JISPENDIORA: Jurnal Ilmu Sosial, Pendidikan Dan Humaniora, 4(2), 94–103. https://doi.org/10.56910/jispendiora.v4i2.2197
Sulastri, A. (2016). Penerapan Pendekatan Kontekstual Dalam Siswa Sekolah Dasar. Jurnal Pendidikan Sekolah Dasar, 1(1), 156–170. https://doi.org/10.17509/jpgsd.v1i1.9068
Wathoni, N. (2024). Penggunaan media konkret dalam pembelajaran konsep matematika abstrak. 101–105. https://doi.org/10.61116/jiim.v2i4.484 DOI: https://doi.org/10.61116/jiim.v2i4.484
Yanti Siregar, E., Holila, A., Putria Nasution, D., Pendidikan MIPA, F., Pendidikan Tapanuli Selatan, I., Matematika, G., Negeri, S., Kunci, K., Kontekstual, P., Belajar, M., & Konsep, P. (2020). Penerapan pendekatan kontekstual dalam upaya meningkatkan motivasi belajar dan kemampuan pemahaman konsep matematika siswa. Jurnal Education and Development, Vol. 8 No.(4), 370–377. https://doi.org/10.37081/ed.v8i4.2136
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 This is an open-access under the CC-BY-SA license
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Education and Talent Development Center of Indonesia (ETDC Indonesia)
e-mail: kognitif@gmail.com, website : https://etdc-indonesia.com
Kognitif: Jurnal Riset HOTS Pendidikan Matematika dengan Situs: https://etdci.org/journal/kognitif berlisensi Creative Commons Attribution-ShareAlike 4.0 International License
.png)
