Analisis Penggunaan Model Pembelajaran Kontekstual Terhadap Gaya Belajar Peserta Didik dalam Pembelajaran Matematika Kelas V SD

Abstract

This study aims to examine the relationship between the implementation of the contextual teaching and learning (CTL) model and students’ learning styles in mathematics instruction at SD Xaverius 8 Palembang. This research employed a qualitative approach, involving fifth-grade students and their classroom teacher as primary informants. Data were collected through questionnaires, interviews, observations, and documentation using a triangulation technique to ensure comprehensive, valid, and credible findings. The results indicate that the contextual learning model, which includes seven key components—constructivism, inquiry, questioning, modeling, learning community, reflection, and authentic assessment—effectively accommodates diverse student learning styles, namely visual, auditory, and kinesthetic. Visual learners benefited from the use of visual media, such as images and diagrams. Auditory learners demonstrated improved understanding through verbal explanations, discussions, and interactive questioning. Meanwhile, kinesthetic learners grasped mathematical concepts more effectively through hands-on activities, direct practice, and real-life learning experiences. By aligning instructional strategies with students’ individual learning styles, the CTL model not only enhances conceptual understanding but also fosters a more inclusive, enjoyable, and meaningful classroom environment. This study recommends the implementation of CTL as a strategic approach to improving mathematics learning in elementary school, especially in classrooms with diverse student learning preferences.