Abstract
General Background Mathematics instruction requires concrete and meaningful learning experiences to build conceptual understanding rather than merely focusing on procedural calculations. Specific Background Fifth-grade students at risk of learning difficulties at SD Negeri 002 Sangatta Selatan struggle significantly with abstract whole-number concepts when exposed to traditional, lecture-based teaching methods. Knowledge Gap Previous literature predominantly focuses on typically developing students and isolated concrete strategies, leaving a lack of empirical evidence regarding the complete seven-component Contextual Teaching and Learning model for whole-number conceptualization among students with learning challenges. Aims This study describes the implementation of the complete Contextual Teaching and Learning model and evaluates its capacity to facilitate mathematics mastery for fifth-grade students with learning difficulties. Results Classroom Action Research across two cycles demonstrated that student mathematics scores advanced from pre-action levels of 28 percent and 30 percent to 80 percent and 82 percent in the final cycle, successfully exceeding the 70 percent minimum mastery criterion. Furthermore, observational data confirmed continuous advancements in student classroom participation, teacher performance, and instructional fidelity. Novelty This research distinctly integrates all seven contextual instructional components with concrete manipulatives to simultaneously assess academic achievement and classroom process quality in an inclusive elementary setting. Implications Educators should adopt authentic contextual simulations and concrete instructional media to accommodate diverse cognitive needs and foster meaningful mathematical understanding in inclusive classrooms. Highlights Contextual simulations combined with concrete manipulatives successfully support conceptual mathematics mastery. Implementing the seven contextual learning components substantially advances student classroom participation. Authentic learning environments facilitate the transition from concrete experiences to abstract mathematical reasoning. Keywords Contextual Teaching And Learning; Mathematics Mastery; Learning Difficulties; Concrete Instructional Media; Inclusive Elementary Education
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