Meta analisis peran model pembelajaran contextual teaching dalam meningkatkan hasil belajar matematika dan sains siswa

Authors

  • Nabil Makarim Universitas Negeri Jakarta
  • Wardhani Rahayu Universitas Negeri Jakarta
  • Meiliasari Meiliasari Universitas Negeri Jakarta
  • Anny Sovia Universitas Negeri Jakarta

DOI:

https://doi.org/10.22460/jpmi.v9i4.31734

Keywords:

Contextual Teaching and Learning, Student Learning Outcomes, Meta-analisis

Abstract

This research aims to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) model on student learning outcomes. Conventional learning, which tends to focus on material memorization,. Therefore, CTL is viewed as a potential solution. The meta-analysis method was employed to synthesize findings from 19 quasi-experimental articles published (2011-2026), utilizing quantitative data. The analysis results indicate that the CTL model significantly enhances student learning outcomes, as evidenced by consistently higher mean scores in the experimental group. The heterogeneity test suggested variability across studies (Q = 69.30, p < .001), yet a significant pooled effect (t = 7.90, p < .001) affirmed the general effectiveness of CTL. Moderator variable analyses (educational level, subject matter, and geographical region) did not reveal significant influences, indicating that these factors do not substantially explain the variability in findings. These findings reinforce the claims of CTL's effectiveness as a student-centered and relevant learning strategy, although further research is necessary to deeply explore the factors that moderate its impact.

References

Aji, N. A. (2017). Penerapan model contextual teaching and learning terhadap pemahaman konsep matematis siswa SMP [Skripsi]. Universitas Sultan Ageng Tirtayasa.

Anggraini, T., & Ulfa, S. W. (2022). The Influence of Contextual Teaching and Learning ( CTL ) Models on Student Activities and Learning Outcomes on Plant Seeds Material in First Grade ( 1 st – X Class ) Senior High School Pengaruh Model Contextual Teaching and Learning ( CTL ) Terhadap Akti. Jurnal Pembelajaran Dan Biologi Nukleus, 8(2), 470–480.

Anugraheni, I. (2018). Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools]. Polyglot: Jurnal Ilmiah, 14(1), 9. https://doi.org/10.19166/pji.v14i1.789

Aspriyani, R., & Hartono, B. P. (2021). Analisis Kemampuan Komunikasi Matematika Siswa Ditinjau dari Motivasi Berprestasi Analysis of Student ’ s Mathematical Communication Ability Reviewed by Achievement Motivation. 11(November).

Chotijah, S., Susanto, A., Matematika, J. T., Imam, U. I. N., & Padang, B. (2019). Efektivitas Contextual Teaching and Learning ( CTL ) dalam Meningkatkan Pemahaman Konsep Peserta Didik. Jurnal Tadris Matematika, 2(2), 195–206. https://doi.org/10.21274/jtm.2019.2.2.195-206

Galus, M. S. Y., Dasari, D., & Purniati, T. (2026). Efektivitas Pembelajaran Berbasis Kontekstual Terhadap Kemampuan Literasi Matematis Siswa Sekolah Menengah Pertama : Studi Meta- Analisis The Effectiveness of Contextual-Based Learning on the Mathematical Literacy Skills of Junior High School Students : A. Jurnal Pendidikan Matematika Indonesia, 11(2), 144–157.

Handayani, A. D. (2021). Meta–analisis: Peningkatan kemampuan berpikir kritis siswa melalui implementasi pembelajaran kontekstual. Vygotsky: Jurnal Pendidikan Matermatika Dan Matematika.

Handayani, A. P., Paloloang, M. F. B., Baharuddin, B., & Sugita, G. (2026). Meta-analysis: the influence of contextual teaching and learning approaches on mathematical problem-solving abilities. Prima: Jurnal Pendidikan Matematika, 10(1), 1–19.

Harefa, M., Surya, E., & Amry, Z. (2022). Perbedaan Kemampuan Pemecehan Masalah Matematis dan Self-Efficacy Siswa antara Model Pembelajaran Contextual Teaching and Learning dengan Problem Based Learning. Jurnal Cendekia : Jurnal Pendidikan Matematika, 06(03), 2801–2815.

Hidayati, N., & Abdullah, A. A. (2022). Penerapan Model Pembelajaran Contextual Teaching and Learning ( CTL ) Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII SMPN 1 Bambanglipuro. Jurnal Tadris Matematika, 4(2), 215–224.

Hilman, A. Y., & Astimar, N. (2020). Pengaruh Pendekatan Contextual Teaching and Learnig terhadap Hasil Belajar Kelipatan dan Faktor Bilangan di Kelas IV Sekolah Dasar. Jurnal Pendidikan Tambusai, 4(3), 2555–2559.

Kalu, M. D., Jailani, J., & Setyaningrum, W. (2023). Peningkatan Prestasi Belajar Dan Keterampilan Komunikasi Matematis Melalui Pembelajaran Kooperatif Tipe Stad Dengan Bantuan Geogebra. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(2), 1852. https://doi.org/10.24127/ajpm.v12i2.7317

Khoirunnisa, F. D., Junaedi, I., Kharisudin, I., & Mariani, S. (2024). Matematis siswa pada implementasi contextual teaching and learning ( CTL ). Jurnal Pembelajaran Matematika Inovatif, 7(2), 309–322. https://doi.org/10.22460/jpmi.v7i2.21652

Laili, H. (2016). Pengaruh Model Pembelajaran Contextual Teaching and Learning ( CTL ) Dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa MTs Nurul. Palapa, 5(2), 34–52.

Murnaka, N. P., Anggraini, B., & Surgandini, A. (2016). Efektifitas Pembelajaran Dengan Pendekatan Contextual Teaching And Learning ( CTL ) Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dikemukakan Badan Standar Nasional proses pemikiran matematis . Selanjutnya ,. Jurnal Derivat, 5(1), 30–36.

Nababan, D., & Sipayung, C. A. (2023). Pemahaman model pembelajaran kontekstual dalam model pembelajaran (CTL). Jurnal Pendidikan Sosial Dan Humaniora, 2(2), 825–837.

Nur, M. A. (2024). Meta Analisis Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) terhadap Hasil Belajar Matematika Siswa Sekolah Dasar. Kognitif, 4(1), 151–160.

Parhusip, Y. P., & Hardini, A. T. A. (2020). Meta Analisis Efektivitas Pembelajaran Kontekstual Terhadap Kemampuan Pemahaman Matematika Bagi Siswa Sekolah Dasar. Mimbar Ilmu. https://ejournal.undiksha.ac.id/index.php/MI/article/view/27954

Polontalo, G., Zakiyah, S., Wahab, A., Matematika, J., Mipa, F., Gorontalo, U. N., Prof, J., Habibie, I. B. J., & Bolango, K. B. (2023). Dampak Model Pembelajaran Contextual Teaching and Learning Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Pada Materi Segiempat. JAMBURA Journal Of Mathematics Education, 4(1), 50–62.

Putri, N. D., & Musdi, E. (2020). Analysis of students Initial mathematical communication skills in mathematics learning. Journal of Physics: Conference Series, 1554(1). https://doi.org/10.1088/1742-6596/1554/1/012064

Rahmawati, T. D., Amaranta, M., & Getan, D. (2019). Pengaruh model pembelajaran contextual teaching and learning terhadap hasil belajar matematika siswa. Jurnal Inovasi Pembelajaran, 5(1), 83–92.

Rizqi, H. Y., Hawa, A. M., & Waluyo, U. N. (2023). The Effectiveness of Ethnomathematics-Based Contextual Teaching And Learning (CTL) on The Mathematical Communication Skills Of Elementary School Students. Jurnal Pendidikan Dan Pengajaran, 1(1), 69–78. https://doi.org/https://doi.org/10.54832/jupe2.v1i1.94

Santoso, H., Sunardi, & Prastiti, T. D. (2023). The Effect of The CTL Approach on Student’s Creative Thinking Skills and Mathematics Learning Outcome. MADRASAH: Jurnal Pendidikan Dan Pembelajaran Dasar, 15(2), 102–114. https://doi.org/https://dx.doi.org/10.18860

Sholikha, D. K., Rulviana, V., & Rohmanurmeta, F. M. (2022). Pengaruh Model Contextual Teaching and Learning ( CTL ) Berbasis HOTS Terhadap Hasil Belajar Matematika Siswa Kelas V Sekolah Dasar. Prosiding Konferensi Ilmiah Dasar, 3, 114–121.

Simarmoa, G., Triany, K., & Fatwa, I. (2024). Meta Analisis Pengaruh Model Contextual Teaching and Learning terhadap Berpikir Kritis Siswa pada Mata Pelajaran Fisika. Jurnal Inovasi Pendidikan Sains Dan Terapan (INTERN ), 1(2 SE-Artikel), 99–107. https://doi.org/10.58466/intern.v1i2.1450

Soleha, E., & Ihsanudin. (2024). Pengaruh Pembelajaran Kolaboratif Terintegrasi Computer Supported Collaborative Learning terhadap Kemampuan Komunikasi Matematis Siswa SMP. Jurnal Pendidikan MIPA, 14(2), 723–731.

Sugandi, A. I., & Benard, M. (2018). Penerapan pendekatan kontekstual terhadap kemampuan pemahaman dan komunikasi matematis siswa SMP. Jurnal Analisa, 4(1), 16–23.

Turmuzi, M., Suharta, I. G. P., Astawa, I. W. P., & Suparta, I. N. (2024). Meta-analysis of the effectiveness of ethnomathematics-based learning on student mathematical communication in Indonesia. 13(2), 903–913. https://doi.org/10.11591/ijere.v13i2.25475

Tutal, Ö. (2023). Does Context-Based Learning Increase Academic Achievement and Learning Retention ?: A Review based on Meta-Analysis. Journal of Practical Studies in Education, 4(5), 1–16.

Ulantari, D., & Harta, I. (2018). The Effectiveness of Problem Posing Learning by CTL Orientation Viewed from Knowladge, Skill, and Attitude. Al-Jabar: Jurnal Pendidikan Matematika, 9(2), 171–188.

Zuliyanti, P., & Pujiastuti, H. (2020). Model Contextual Teaching Learning ( CTL ) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMP. Prisma, 9(1), 98–107.

Downloads

Published

2026-07-31

Issue

Vol. 9 No. 4 (2026): JPMI

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.

Article Metrics

Abstract view : 0 times
PDF - 372 times