Pengaruh Model Contextual Teaching and Learning (CTL) Berbantuan LKPD Bernuansa Etnomatematika Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas X SMKN 4 Mataram Tahun Ajaran 2026/2027

Abstract

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model assisted by ethnomathematics-based student worksheets on students’ mathematical conceptual understanding. A quantitative quasi-experimental approach with a posttest-only control design was employed. The participants were 76 Grade X students of SMKN 4 Mataram, consisting of 38 students in an experimental class and 38 students in a control class. The experimental class received CTL supported by worksheets integrating local Lombok cultural contexts, particularly Ayam Taliwang and Plecing Kangkung, whereas the control class received conventional instruction. Data were collected using an essay test measuring five indicators of conceptual understanding. Data were analyzed using Shapiro-Wilk, Levene’s test, an independent-samples t-test, and Cohen’s d. The experimental group obtained a higher mean posttest score (80.526) than the control group (60.000). The t-test yielded t = 6.512 with p < 0.001, while Cohen’s d = 1.494 indicated a large effect. The findings show that CTL assisted by ethnomathematics-based worksheets significantly and substantially improves students’ mathematical conceptual understanding.