The Impact of Contextual Teaching and Learning on Students’ Cognitive Abilities in Material of My Region My Pride
DOI:
https://doi.org/10.52690/jswse.v6i3.1250Keywords:
Contextual Teaching and Learning, My Region My Pride, Student’s Cognitive AbilityAbstract
This study aims to investigate the impact of the Contextual Teaching and Learning (CTL) model on the cognitive abilities of fifth-grade students in learning the topic “My Region, My Pride” at MIS Maura El-Mumtaz, Binjai City. The research seeks to determine whether CTL, which connects learning material to real-life experiences, enhances students’ understanding compared to conventional methods. A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of 40 students divided into an experimental group (taught using CTL) and a control group (taught without CTL). Data were collected through pretests and posttests, and statistical analysis, including N-Gain scores, was used to measure learning improvement. The findings revealed a significant difference in posttest scores between the experimental and control groups (*p* < 0.05), with the CTL group achieving a higher average score (89.95) compared to the control group (75.65). The N-Gain analysis further confirmed greater improvement in the experimental class (82.70) than in the control class (57.16). This study contributes to existing literature by empirically validating the effectiveness of CTL in enhancing cognitive abilities in social studies, particularly in local wisdom-based learning an area that has received limited attention in prior research. The results suggest that educators should consider adopting CTL strategies to make learning more meaningful and engaging, particularly in subjects requiring contextual understanding, such as social studies. This research provides evidence supporting CTL as an effective pedagogical approach, offering insights for curriculum developers and teachers aiming to improve student learning outcomes through experiential and context-based instruction.
References
Abraham, I., & Supriyati, Y. (2022). Quasi-Experimental Design in Education: Literatur Review. Jurnal Ilmiah Mandala Education, 8(3), 2476–2482. https://doi.org/10.58258/jime.v8i3.3800
Amalia, R. (2024). The Influence of Using Tiktok Social Media on Students’ Interest in Learning at Mts Al-Ittihadiyah Bandar Pamah. Jurnal Komprehenshif, 2(1), 1–10.
Anggriani, R., Fitri, A. H., & Ratnawati. (2021). The Influence of the Contextual Teaching and Learning (CTL) Model on Social Studies Learning for Class V of SD Negeri 08 Sungai Rumbai Dharmasraya. Jurnal Pendidikan Tambusai, 5(3), 9091–9097.
Dihe, L., & Wangdra, Y. (2023). Education is a Determining Factor of National Competitiveness. Proseding: Seminar Nasional Ilmu Sosial & Teknologi, September, 84–90. https://doi.org/10.33884/psnistek.v5i.8067
Erni, E., Yunus, M., & Nur, M. (2020). The Influence of the Contextual Teaching and Learning (CTL) Learning Model on Elementary School Students’ Social Studies Learning Outcomes. Bosowa Journal of Education, 1(1), 16–23. https://doi.org/10.35965/bje.v1i1.466
Gustalia, B. B., & Setiyawati, E. (2023). Analysis of Students’ Cognitive Abilities in Local Wisdom-Based Science Learning on the Material of Changes in the State of Matter in Elementary Schools. Edukatif: Jurnal Ilmu Pendidikan, 5(2), 1575–1583.
Manalu, N. H. (2022), The Complexity of the Ukraine-Russia Conflict, Jurnal Pendidikan Ips Vol. 12, 1, 39–48.
Manik, Y. M., & Maulina, I. (2021). Improving Social Studies Learning Outcomes through the Contextual Teaching and Learning Model for Grade IV Students of SDN Babulawan, Simalungun Regency. Edu Cendikia: Jurnal Ilmiah Kependidikan, 1(1), 31–39. https://doi.org/10.47709/educendikia.v1i1.1012
Mazmur. (2021). Contectual Teaching And Learning. CV. Media edukasi Indonesia.
Mirdad, J., & Pd, M. I. (2020). Learning Models (Empat Rumpun Model Pembelajaran). 2(1), 14–23.
Riskiyanto, Isro & Agung Setyawan. (2024). The Influence of the Contextual Teaching and Learning Model on Students’ Cognitive Learning Outcomes in Theme 5 Subtheme 3, Grade III of Batang-Batang Daya II Elementary School. 2(4).
Sahfiya, A. N., Nurhidayah, A., Susanti, E., Islam, U., & Sumatera, N. (2024). The Effect of Showing Animated Videos on Students’ Understanding of the Concept of Religious Moderation at UPT Sdn 01 Tanah. Jurnal Ilmu Pengabdian Masyarakat1(3), 140–147.
Rahman, A., Munandar, S. A., Fitriani, A., Karlina, Y., & Yumriani. (2022). Definition of Education, Educational Science and Elements of Education. Al Urwatul Wutsqa: Kajian Pendidikan Islam, 2(1), 1–8.
Safnowandi, S. (2021). The Influence of the Contextual Teaching and Learning (CTL) Learning Model on Students’ Cognitive Learning Outcomes and Science Literacy. BIO-EDU: Jurnal Pendidikan Biologi, 6(1), 40–54. https://doi.org/10.32938/jbe.v6i1.831
Safran, S., Hasibuan, A. R., Megarani, O., & Ramadhani, F. (2024). Teacher Design in Social Studies Education Learning in the Digital Era. BERSATU: Jurnal Pendidikan Bhinneka Tunggal Ika, 2(1), 283–290.
Sapri, Paisal Syam, B. (2022). The Influence of Dynamic Capabilities and Quality of Educational Services on Community Interest in Madrasah Ibtidaiyah DDI 373 Paredeang, Polewali Mandar Regency. 3(1), 26–34.
Sari, M., & Rosidah, A. (2023). Implementation of the Problem Based Learning (PBL) Learning Model on Elementary School Social Studies Learning Outcomes. Jurnal Ilmiah Pendidik Indonesia, 2(1), 8–17. https://doi.org/10.56916/jipi.v2i1.307
Shintia, I., Heldayani, E., & Marleni, M. (2023). The Influence of the Contextual Teaching and Learning Model on Students’ Critical Thinking Skills in Social Studies Learning for Grade IV Elementary School. Jurnal Guru Kita PGSD, 7(3), 567. https://doi.org/10.24114/jgk.v7i3.42244
Siagian, L. (2020). The Influence of Contextual Teaching and Learning (CTL) Learning Strategies on Social Sciences (IPS) Learning Outcomes. SAttractive : Innovative Education Journal, 2(3), 79–97.
Sudirman, Nurul Afifah Herman, A. S. (2024). The Effect of Using Animated Learning Videos on Elementary School Science Learning Outcomes. In Bestari: Jurnal Pendidikan dan Kebudayaan (Vol. 5, Issue April). https://doi.org/10.46368/bjpd.v5i1.1690
Susanti, W., Tendra, G., Siswati, S., Nasution, T., & Simeru, A. (2023). Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World. Paper Asia, 39(6). https://doi.org/10.59953/paperasia.v39i6(b).51
Syarbaini Saleh, Toni Nasution, P. H. (2020). Out-of-School Education.
Syifa, N., & Julia, J. (2023). Elementary School Teachers’ Perceptions of Information Technology-Based Learning Innovations as a Learning Aid Tool. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 271. https://doi.org/10.35931/am.v7i1.1707
Tri Mashudi, Riza Kurniawan, Rina Mariana Hesti, E. P. (2021). Building Youth Self-Confidence Through Public Speaking Training to Face the Industry 4.0 Era. Abdi Psikonomi, 1(2), 79–88. https://doi.org/10.23917/psikonomi.v1i2.214
Veronica, A., Ernawati, Rasdiana, Abas, M., Yusriani, Hadawiah, Nurul, H., Sabtohadi, J., Hastuti, M., Mulyani, W., & Zulkarnaini. (2022). Quantitative Research Methodology (R. Hidayanti & S. S. Aulia (eds.) Global Eksekutif Teknologi.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Adelina Br Sembiring, Eka Yusnaldi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
