INTEGRATION OF CONTEXTUAL TEACHING AND LEARNING MODELS IN MATHEMATICS LEARNING IN GRADE 2 PRIMARY SCHOOL

Abstract

This study aims to describe in depth how the Contextual Teaching and Learning (CTL) model is integrated into mathematics instruction for second-grade elementary students. Using a descriptive qualitative approach, the research was conducted at Daarul Qur’an International School Jakarta. The primary informant was the second-grade classroom teacher, supported by three second-grade students to obtain a more comprehensive understanding of the learning process. Data were collected through classroom observations, in-depth interviews, and document analysis, including lesson plans, student worksheets, and students’ work. Data validity was ensured through source and technique triangulation, while the data analysis process consisted of systematic stages of data reduction, data display, and conclusion drawing. The findings show that CTL integration is reflected in several instructional practices: connecting mathematical concepts to real-life contexts, using concrete teaching aids, providing exploratory and hands-on learning activities, strengthening collaboration through group discussions, and implementing reflection sessions that help students reassess their understanding. These practices support the development of students’ conceptual comprehension and foster active participation, curiosity, and mathematical communication skills. The results also indicate that contextual learning environments encourage students to construct meaning based on their experiences, making mathematical ideas more meaningful and easier to internalize. In conclusion, the study emphasizes that CTL implementation contributes positively to students’ understanding and engagement in mathematics learning. It further recommends that teachers design more varied and contextual learning activities and continuously develop their competencies in applying CTL strategies effectively and sustainably.