Literature Review: Strategi Pembelajaran Matematika Melalui Model Contextual Teaching and Learning (CTL)

Abstract

Students often find mathematics difficult and boring, resulting in low motivation and conceptual understanding. To address these challenges, this study examines mathematics learning strategies using the Contextual Teaching and Learning (CTL) model, which emphasizes the relevance of the material to students' real-life situations. The method used to conduct the literature review was to collect literature studies with the keyword "CTL Learning Strategy in Mathematics Learning" from five national articles published between 2016 and 2025. Articles were selected based on the criteria of topic relevance, accreditation, and publication recency. The results showed that the implementation of CTL positively impacted various aspects, including problem-solving skills, mathematical concept understanding, mathematical communication, learning outcomes, and critical thinking. Furthermore, students were more actively involved in the learning process and responded positively to the implementation of the CTL model compared to conventional methods. However, its implementation requires more time and requires different adaptations for each student. It was concluded that CTL is an effective strategy for creating more meaningful, engaging, and relevant mathematics learning to everyday experiences, while also opening up space for the development of more innovative learning strategies in the future.