Boosting Students’ Math Performance through Contextual Teaching and Number Card Games

Abstract

This study aims to improve the mathematics learning outcomes in addition and subtraction operations for second-grade students at Al Amal Mobile Elementary School through the application of a contextual learning model using number cards as media. The Classroom Action Research (CAR) method based on the Kemmis and McTaggart model was employed in three cycles, involving 18 students as research subjects. Data were collected through learning outcome tests, observations of teacher and student activities, and documentation. Initial observations indicated that only 27.78% of students achieved learning completeness with an average score of 52.22. After the implementation of the contextual learning model, the percentage of completeness increased to 44.44% in Cycle I (average score of 66.94), 72.22% in Cycle II (average score of 75.28), and reached 83.33% in Cycle III (average score of 86.95). This study concludes that the contextual learning model using number cards is effective in improving mathematics learning outcomes, active participation, and students' conceptual understanding.