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Numeracy is an important skill that elementary school students must have, but in reality it is still relatively low because learning tends to be conventional and less contextual. Numeracy does not only include the ability to count, but also the ability to understand, use, and interpret numbers and data in various daily life contexts. One of the causes of low student numeracy is a learning approach that is less interesting and not related to real situations. This study aims to test the effectiveness of the contextual learning model (Contextual Teaching and Learning/CTL) in improving students' mathematical numeracy skills. The research design used was a one-group pretest-posttest experiment with 23 fifth-grade students of SDN 002 Teluk Bintan as subjects. The instrument in the form of a numeracy test was given before and after the implementation of CTL, then the data were analyzed using prerequisite tests (normality and homogeneity) followed by a paired sample t-test. The results showed a significant increase in students' numeracy skills. The average pretest score of 24.78 increased to 73.91 in the posttest with a significance value of 0.000 <0.05. This increase proves that CTL is effective in helping students master numeracy through a learning process that links mathematical concepts with real experiences. Thus, the contextual learning model can be an alternative learning strategy that is relevant for increasing elementary school students' numeracy, while emphasizing the importance of implementing a more applicable approach in mathematics learning.

This research delves into examining how the Contextual Teaching and Learning (CTL) model can be applied to enhance students' academic performance in Social Sciences (IPS) for fourth-grade students at Madrasah Ibtidaiyah (MI). This research centers on studying literature to examine how the CTL model connects academic content with students' everyday experiences. By enhancing students' critical and social thinking abilities, this study aims to offer insights to educators on how to incorporate successful teaching approaches in madrasas to enhance student academic performance.

Social skills are an important part of a humans ability to live, because social skills are very much needed in social life. Social skills are skills in interacting, communicating and collaborating with another people. Social skills also can be learned and developed through the learning process. With the increasing of social problems that occur, social skills are a very important skill to have. The aim of this research is to get an overview and analyze the development of students social skill levels through the implementation of the contextual teaching & learrning (CTL) model in Islamic Religius Education subjects. This research uses a qualitative field approach. The research location taken was SMP Negeri 2 Karangkobar Banjarnegara. The data sources used are primary data and secondary data. Primary data includes the results of interviews and observations. Meanwhile, secondary data is obtained from documentation results. Using three data collection techniques, namely interview, observations, and documentation. Analyzing data is carried out in three stages: data reduction, data presentation, and drawing conclusion. The conclusion of this research is that trhough the use of the contextual teaching & learning model, students social skills have increased, although not significantly. This is because forming and changing human character requires quite a long process and time. However, by consistently and always developing the CTL learning model that is carried out, it is hoped that it will be able to help teachers in their efforts to improve social skills. Therefore, the use of the CTL model is considered effective in helping teachers in efforts to improve students social skills.

This research is motivated by problems experienced by students, such as continuous problems, the lack of interaction between friends can actually affect the student learning process, especially for class VII. Students are more limited or less active because they lack self-confidence and have difficulty communicating. Therefore, by implementing the contextual teaching and learning model, it is hoped that students can grow their self-confidence so that they can increase social interaction between students and create good learning activities. The research objectives are, to find out the step, supporting and inhibiting factors, impact of implementing the Contextual Teaching And Learning model in social studies learning in increasing the social interaction of class VII students at MTsN 3 Tulungagung. This research uses a qualitative approach, descriptive research type. Descriptive research is presented in the form of words found from observations which are then analyzed, interpreted and conclusions drawn. The population of this study was class VII MTsN 3 Tulungagung and school residents. Data collection techniques use interviews, observation and documentation. The results of the research are drawn to conclusions which show that the implementation of the Contextual Teaching and Learning model can increase social interaction between students, so that students tend to be more active and learning activities can run well.

Pembelajaran seni budaya di SMP sangat membutuhkan kreatifitas. Setiap orang memiliki kapasitas kreatif hanya kadarnya yang berbeda oleh karenanya dapat dikembangkan atau dimaksimalkan melalui berbagai pendekatan, salah satunya adalah Contextual Teaching and Learning melalui latihan yang terstruktur. Tujuan penelitian ini untuk mengetahui bagaimana peningkatan kreatifitas siswa menggunakan Contextual Teaching and Learning. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Penelitian tindakan kelas ini dilaksanakan di kelas IX.1 SMP Negeri 1 Sumenep tahun ajaran 2022/2023. Subyek dalam penelitian ini adalah siswa kelas IX.1 SMP Negeri 1 Sumenep tahun ajaran 2022/2023 yang berjumlah 24 siswa yang terdiri dari 7 orang siswa laki-laki dan 17 orang siswa perempuan. Dari Siklus I diketahui bahwa nilai rata-rata siswa masih rendah dan belum memenuhi KKM. Hal ini terlihat dari rendahnya nilai rata-rata yang diperoleh siswa pada siklus I yaitu 69,50. Jumlah siswa memperoleh nilai ³ 70 hanya 13 orang atau 54,17% dari jumlah siswa secara keseluruhan dan siswa yang belum berhasil sebanyak 11 orang atau 45,83% dari jumlah siswa keseluruhan, artinya tindakan yang diberikan pada siklus I belum dapat meningkatkan hasil belajar siswa. Dari Siklus II diketahui bahwa pelaksanaan tindakan pada siklus II sudah mengalami peningkatan dari siklus I. Ini dapat diketahui dari hasil belajar siklus II yang diikuti oleh 24   siswa. Nilai rata-rata yang diperoleh meningkat dari 54,17 pada siklus I menjadi 72,50pada siklus II. Dan jumlah siswa memperoleh nilai ³ 70 sebanyak 18 orang, ini berarti keberhasilan klasikal telah mencapai 75%. Sedangkan siswa yang belum berhasil 6 orang sekitar 25% maka tindakan dilanjutkan pada siklus III. Dari Siklus III diketahui bahwa pelaksanaan tindakan pada siklus III sudah mengalami peningkatan. Ini dapat diketahui dari siklus I yang diikuti oleh 24 orang siswa, nilai rata-rata yang diperoleh meningkat dari  69,6 pada siklus I menjadi 72,5pada siklus II dan meningkat menjadi 77,6 pada siklus III. Siswa yang memperoleh nilai ³ 70 sebanyak 23 orang. Ini berarti keberhasilan klasikal mencapai 95,83% sedangkan siswa yang belum berhasil sebesar 4,17%. Angka keberhasilan ini menunjukkan bahwa tindakan yang dilakukan dapat dikatakan berhasil.