The Effect of Contextual Teaching and Learning on Improving Student Achievement at Madrasah Ibtidaiyah
DOI:
https://doi.org/10.63687/jscl.v1i2.25Keywords:
Learning Outcomes, Contextual Teaching and Learning, Elementary MadrasahAbstract
Several problems in Social Studies (IPS) learning at schools include teaching methods that rarely connect the material to students’ daily activities. The Contextual Teaching and Learning (CTL) model offers a solution by helping teachers relate the subject matter to students' real-life experiences. CTL emphasizes planning classroom activities contextually to enhance student engagement and understanding. This study uses a quantitative approach with a quasi-experimental method and a One Group Pre-test Post-test design to examine the effectiveness of the CTL model on student learning outcomes. Data were collected through validated written tests conducted before and after the treatment. The sample was taken by saturated sampling from all 26 fourth-grade students at Madrasah Ibtidaiyah Negeri 1 Lubuklinggau, ensuring full population representation for empirical analysis of learning outcomes. The application of the CTL model effectively improved students’ Social Studies learning outcomes, evidenced by increased pre-test to post-test scores and many students achieving the Minimum Competency Criteria (KKM). CTL also creates an active and enjoyable learning atmosphere while developing students’ critical and creative thinking skills in a contextual and interactive manner. This study contributes to strengthening evidence that the CTL model effectively enhances Social Studies learning outcomes and students’ higher-order thinking skills. The findings support CTL as a teaching strategy capable of fostering active, enjoyable, and meaningful learning environments in educational contexts.
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