Keefektifan CTL Berbantuan Ular Tangga dalam Meningkatkan Kemampuan Berpikir Kritis dan Pemecahan Masalah Matematika Siswa

Laela Musri Kholifah; Nursiwi Nugraheni

doi:10.55681/nusra.v7i3.6301

Authors

Laela Musri Kholifah Universitas Negeri Semarang
Nursiwi Nugraheni Universitas Negeri Semarang https://orcid.org/0000-0002-6899-7383

DOI:

https://doi.org/10.55681/nusra.v7i3.6301

Keywords:

CTL, Snakes and Ladders Media, Critical Thinking, Problem Solving

Abstract

The primary objective of this investigation was to evaluate how effectively the Contextual Teaching and Learning (CTL) model, when integrated with a Snakes and Ladders board game, enhances the critical thinking and problem-solving capabilities in mathematics. This research employs a quasi-experimental design. The analysis revealed that the proportion of students achieving mastery in the experimental group exceeded 75%. Furthermore, the independent t-test confirmed a significant performance gap between the treated and untreated groups, as evidenced by a Sig. (2-tailed) value of 0.000 < 0.05. Additionally, the internal group evaluations via paired t-tests also demonstrated a significant improvement in scores from the initial assessment to the final assessment. The experimental class’s N-Gain was in the high range at 0.7043 and 0.7103, whereas the control class’s improvement was in the moderate range at 0.5200 and 0.5441. Based on these research results, the CTL model, aided by the snakes and ladders game, is effective in enhancing critical thinking and mathematical problem-solving capabilities among fourth-grade students at SDN Putatsari regarding the topic of area and volume measurement.

Downloads

Download data is not yet available.

References

Adelina, D. S., Yenni, F., & Fadhilaturrahmi. (2023). Application of the Brain Writing Model to Improve Narrative Writing Skills for Elementary School Students. Jurnal Muassis Pendidikan Dasar, 2(3), 180–187.

Agustira, S., & Rahmi, R. (2022). Penggunaan Media Pembelajaran untuk Meningkatkan Hasil Belajar Siswa pada Tingkat SD. MUBTADI: Jurnal Pendidikan Ibtidaiyah, 4(1), 72–80. https://doi.org/10.19105/mubtadi.v4i1.6267

Amanda, Z., Firdaus, R., & Kusumaningrum, D. (2025). Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) untuk Meningkatkan Minat Belajar Siswa pada Kelas V SD Negeri 01 Mangunrejo. Jurnal IKA: Ikatan Alumni PGSD UNARS, 16(1). https://unars.ac.id/ojs/index.php/pgsdunars/index

Anggreini, R. D., Bharata, H., & Noer, S. H. (2022). Pengaruh Kemampuan Pemecahan Masalah Matematis Terhadap Kemampuan Berpikir Kritis Matematis Peserta Didik. Edumatica: Jurnal Pendidikan Matematika, 12(3).

Anjela, A., Astuti, N., & Rohman, F. (2024). Pengaruh Model Contextual Teaching and Learning (CTL) Berbantuan Media Flipbook terhadap Kemampuan Berpikir Kritis PPKn Peserta Didik Sekolah Dasar. Elementeris: Jurnal Ilmiah Pendidikan Dasar Islam, 6(2).

Ceballos, H., Bogaart, T. van den, Ginkel, S. van, Spandaw, J., & Drijvers, P. (2026). How Collaborative Problem Solving Promotes Higher-Order Thinking Skills: A Systematic Review of Design Features and Processes. Thinking Skills and Creativity, 59. https://doi.org/10.1016/j.tsc.2025.102001

Encabo-Fernández, E., Albarracín-Vivo, D., & Jerez-Martínez, I. (2023). Evaluative Research on the Critical Thinking of Primary School Students. International Journal of Educational Research Open, 4. https://doi.org/10.1016/j.ijedro.2023.100249

Faudziah, W. S., & Budiman, I. A. (2023). Efektivitas Penggunaan Model Pembelajaran Problem Based Learning (PBL) terhadap Kemampuan Berpikir Kritis Matematika Siswa SD. Papanda Journal of Mathematics and Sciences Research, 2(1), 22–29.

Hada, K. L., Maulida, F. I., Dewi, A. S., Dewanti, C. K., & Surur, A. M. (2021). Pengembangan Media Pembelajaran Blabak Trarerodi pada Materi Geometri Transformasi: Tahap Expert Review. Jurnal Pendidikan Matematika (Kudus), 4(2), 155. https://doi.org/10.21043/jmtk.v4i2.12047

Hendriana H, Rohaeti E. E, & Sumarmo U. (2021). Hard Skills dan Soft Skills Matematik Siswa. Refika Aditama.

Jannah, D., Tobroni, T., & Andriani Kumala Dewi, R. (2024). Improving Students’ Critical Thinking Skills in Mathematics with The CTL Approach. Journal of Mathematics Instruction, Social Research and Opinion, 3(3), 355–368. https://doi.org/10.58421/misro.v3i3.233

Khalim, A. (2023). Strategi Pembelajaran Contextual Teaching and Learning. Jurnal Pendidikan Islam, 21(1). http://ejournal.kopertais4.or.id/pantura/index.php/jipi/article/view/4001/2779

Khoirunnisa, F. D., Junaedi, I., Kharisudin, I., Mariani, S., & Agoestanto, A. (2024). Meta Analisis Kemampuan Pemecahan Masalah Matematis Siswa pada Implementasi Contextual Teaching and Learning (CTL). JPMI (Jurnal Pembelajaran Matematika Inovatif), 7(2), 309–322. https://doi.org/10.22460/jpmi.v7i2.21652

Khoirunnisya, R., Yurike, G. I., Susanti, E., Sari, N., & Putri, R. I. I. (2024). Pengaruh Kemampuan Berpikir Kritis Dan Kemampuan Komunikasi Matematis Terhadap Kemampuan Pemecahan Masalah Matematis Materi SPLDV. Lattice Journal : Journal of Mathematics Education and Applied, 4(1), 01–13. https://doi.org/10.30983/lattice.v4i1.8376

Ningrum, I. W. T., Rahmawati, D., & Andayani, S. (2025). Studi Literatur: Implementasi Model PBL dengan Dukungan Video untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika. Jurnal Penelitian Inovatif, 5(1), 109–116. https://doi.org/10.54082/jupin.1010

Nurhaswinda, Muslimah, N., Yuliani, C. E., Putri, R. A., Mayura, V., Rahmadhansyah, A., Selvira, D., Nurrahman, H., Qadri, R., Bramantyo, D., & Rifaldi, A. (2026). Uji Normalitas dan Homogenitas dalam Analisis Statistik. Didaktik: Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 12(1), 98–105.

Putri, T. R., & Indarini, E. (2023). Model Contextual Teaching and Learning Berbantuan Media Konkrit untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar. Jurnal Educatio FKIP UNMA, 9(3), 1220–1227. https://doi.org/10.31949/educatio.v9i3.5336

Putri, Y. C., Sandra, C., & Pamela, I. S. (2025). Upaya Meningkatkan Keaktifan Belajar Peserta Didik dalam Pembelajaran Matematika dengan Menggunakan Media Ular Tangga di Sekolah Dasar. Ainara Journal, 6(1), 122–128. http://journal.ainarapress.org/index.php/ainj

Rahmawati, S. M., Sutarni, N., & Muhammad, I. (2023). Meningkatkan Kemampuan Berpikir Kritis Siswa melalui Model Contextual Teaching and Learning: Quasi-Eksperimen. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(2), 969–976. http://jurnaledukasia.org

Rambe, W. A., Musdi, E., Suherman, S., & Asmar, A. (2024). Pengembangan Video Interaktif Menggunakan Model Contextual Teaching and Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(2), 394–405. https://doi.org/10.24127/ajpm.v13i2.8538

Saraswati, N. D., & Astuti, S. (2022). Efektivitas Penerapan Model Problem Based Learning dan Problem Solving terhadap Kemampuan Berpikir Kritis Matematika Siswa Kelas V Sekolah Dasar. Autentik: Jurnal Pengembangan Pendidikan Dasar, 6(2).

Subhaktiyasa, P. G. (2024). Evaluasi Validitas dan Reliabilitas Instrumen Penelitian Kuantitatif: Sebuah Studi Pustaka. Journal of Education Research, 5(4), 5599–5609.

Sugiyono. (2023). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, R&D dan penelitian Pendidikan). Alfabeta.

Sukarelawan, M. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs Stacking: Analisis Perubahan Abilitas Peserta Didik dalam desain One Group Pretest-Posttest. Penerbit Suryacahya.

Undang-Undang (UU) No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, BPK RI (2003).

Wijaksono, E., Rahman, H., Syauki, M. F., & Arifin, S. (2025). Pengaruh Model Pembelajaran Project Based Learning (PjBL) Melalui Pendekatan Etnomatematika Terhadap Kemampuan Berpikir Kritis Siswa Kelas III Sekolah Dasar. Jurnal Ilmiah Penelitian Mahasiswa, 3(1), 426–438. https://doi.org/https://doi.org/10.61722/jipm.v3i1.727