This study aims to determine the implementation of the Contextual Teaching and Learning (CTL) approach on the mathematical problem-solving abilities of fourth-grade students on the topic of fractions. This study employed a quantitative approach with a one-group pretest-posttest design. The subjects of the study consisted of 48 fourth-grade students at SDN Panembahan 3. Data were collected using a mathematical problem-solving ability test administered before and after the implementation of the CTL approach. Mathematical problem-solving ability was measured based on the students’ ability to understand the problem, plan a solution, carry out the solution, check the answer, and draw a conclusion. The data were analyzed using a paired sample t-test and N-Gain calculation. The results showed that the mean pretest score was 60.54, while the mean posttest score was 73.25. Thus, there was an increase of 12.71 points in the students’ average mathematical problem-solving ability after the implementation of the CTL approach. The results of the paired sample t-test showed a t-value of 7.397 with a significance value of p<0.001, indicating a significant difference between the students’ mathematical problem-solving abilities before and after the implementation of the CTL approach. Furthermore, the N-Gain calculation resulted in a score of 0.281, which was categorized as low. Based on these results, it can be concluded that the implementation of the Contextual Teaching and Learning (CTL) approach resulted in a statistically significant improvement in students’ mathematical problem-solving abilities, although the level of improvement was still categorized as low. These findings indicate that CTL can be used in mathematics learning, particularly in teaching fractions, to help improve students’ problem-solving abilities.
