4.+Fitriani+(38-46)
4.+Fitriani+(38-46)
4.+Fitriani+(38-46)
Tahun 2023; Vol. 8 (1); ISSN. 2541-0156; e-SSN. 2599-0292; hal. 38-46
https://journal2.unusa.ac.id/index.php/EHDJ/index
doi : 10.33086/ehdj.v8i1
Improving Science Learning Process and Outcomes in Elementary
Schools Through Contextual Teaching & Learning
Abstract: Science learning is a means for students to learn about the natural surroundings to develop an
understanding of science concepts that are contextual to their daily lives. For this reason, this study aimed
to examine the application of the contextual teaching & learning (CTL) to improve the process and
learning outcomes of science learning in grade 5 UPT SD Negeri 287 Pinrang, South Sulawesi. The
approach used is qualitative, with a class action research type. The results show that the CTL learning
model learning process changes student learning activities, interactions, and teacher teaching activities.
Changes in the learning process led to increased student learning outcomes. Teaching materials, learning
media, and worksheets that are designed with contextual settings bring significant changes to student
learning activities and have an impact on their better understanding. This study concludes that
implementing the CTL learning model can improve the process and outcomes of science learning in
grade 5 UPT SD Negeri 287 Pinrang, South Sulawesi.
Keywords: contextual learning; elementeray schools; science learning
Abstrak: Pembelajaran IPA merupakan sarana bagi siswa untuk belajar tentang alam sekitar untuk
mengembangkan pemahaman konsep IPA yang kontekstual dengan kehidupan sehari-hari. Namun
pembelajaran IPA di sekolah dasar masih berorientasi pada pendalaman materi, tidak optimal dalam
mengkontekstualisasikan materi, bahkan cenderung mengarahkan siswa untuk belajar dengan hafalan.
Untuk itu penelitian ini bertujuan mengkaji penerapan Contextual Teaching & Learning (CTL) untuk
meningkatkan proses dan hasil belajar materi IPA di kelas 5 UPT SD Negeri 287 Pinrang Sulawesi
Selatan. Pendekatan yang digunakan adalah kualitatif, dengan jenis penelitian tindakan kelas. Hasil
penelitian menunjukkan bahwa proses pembelajaran model pembelajaran CTL mengubah aktivitas
belajar siswa, interaksi, dan aktivitas mengajar guru. Perubahan proses pembelajaran menyebabkan
peningkatan hasil belajar siswa. Bahan ajar, media pembelajaran, dan LKS yang dirancang dengan latar
kontekstual membawa perubahan yang signifikan terhadap aktivitas belajar siswa dan berdampak pada
pemahaman mereka yang lebih baik. Penelitian ini menyimpulkan bahwa penerapan model pembelajaran
CTL dapat meningkatkan proses dan hasil belajar IPA di kelas 5 UPT SD Negeri 287 Pinrang Sulawesi
Selatan.
Kata kunci: pembelajaran IPA; pembelajaran kontekstual; sekolah dasar
INTRODUCTION
Science learning in elementary schools is a curricular program that aims to develop the
competence of students' attitudes, knowledge, and skills as a basis for and strengthening
understanding of natural phenomena. Therefore science learning in elementary schools should be
closer to investigating the natural environment, solving problems, and developing skills and
decision-making. In line with this, there is an essential nature of science, namely the dimension
of the scientific process (scientific method) where, in essence, students learning science do not
know to memorize concepts. Still, they learn to discover through the scientific process by doing
hands-on and mind-on activities based on scientific methods (Susilowati 2014). Thus, students
can understand, experience, and find answers to problems about natural phenomena they
encounter daily. This is also under the spirit of the 2013 Curriculum, that learning science is
Fitriani, Krismanto, Improving Science Learning Process and Outcomes in Elementary Schools 39
Usman Through Contextual Teaching & Learning
classroom action research, namely improving science learning process and outcomes in grade 5
UPT SD Negeri 287 Pinrang, South Sulawesi. The formulation of the research problem: 1) How
is implementing the CTL learning model in improving the learning process in grade 5 UPT SD
Negeri 287 Pinrang? 2) How can applying the CTL learning model improve student learning
outcomes in grade 5 UPT SD Negeri 287 Pinrang?.
METHOD
The research was conducted in grade 5 UPT SD Negeri 287 Pinrang, South Sulawesi, with
subjects 24 students. The research design is the Classroom Action Research model developed by
Elliot (Elliott 2001). Learning improvement is designed in two cycles, and each cycle consists of
several stages: 1) planning; 2) implementation; 3) observation; and 4) reflection.
The implementation of class action in this research is by applying the steps (syntax) of CTL
learning, namely: 1) developing students' thinking to carry out more meaningful learning
activities; 2) carrying out inquiry activities for all topics taught; 3) develop curiosity through
questions; 4) creating learning communities, such as through group discussion activities, question
and answer; 5) present examples of learning through illustrations, models, and even actual media;
6) accustom children to reflect on every learning activity that has been carried out; 7) Conduct an
objective assessment, namely assessing the actual abilities of each student.
The research data collected was in the form of student learning and teacher teaching activities
which were taken using observation sheets. In addition, data on student learning outcomes were
taken through student learning outcomes tests using cognitive test instruments in the form of
multiple-choice questions. The data were then analyzed by descriptive qualitative.
Results
Implementation of the Contextual Teaching and Learning (CTL) in this study can be seen in
several learning components. Teaching materials, learning media, and worksheets that are
designed with contextual settings and CTL learning steps or syntax have been implemented,
namely: 1) developing students' thinking to carry out more meaningful learning activities; 2)
carrying out inquiry activities for all topics taught; 3) developing curiosity through questions; 4)
creating learning communities, such as through group discussion activities, question and answer;
5) present examples of learning through illustrations, models, and even actual media; 6) accustom
children to reflect on every learning activity that has been carried out; 7) Conduct an objective
assessment, namely assessing the actual abilities of each student.
40 Fitriani, Krismanto, Improving Science Learning Process and Outcomes in Elementary Schools
Usman Through Contextual Teaching & Learning
to connect existing knowledge with application in student life. Even though only a few students
dared to convey the results of their discussion, besides that when the teacher asked questions
related to learning media, only a few students were able to answer these questions even though
they had to be guided first by the teacher. So contextual activities are only seen in group activities
for individual contextual activities yet to be seen.
The following change is the condition or atmosphere of learning in the classroom. This
condition can be seen when students focus on following step-by-step, various learning activities
about conduction heat transfer. Students are pretty calm in conducting experiments, and students
can follow the steps demonstrated by the teacher in conducting experiments so that students can
work well with groups. In addition, students have also begun to pay attention to other groups in
presenting the results of their discussions. When students start to get bored in the learning process,
the teacher gives ice breaking to build a fun learning atmosphere and rebuild student enthusiasm
for learning. Changes in the excellent learning process occur as follows: 1) students begin to be
able to analyze so that they get information through learning media; 2) Students begin to dare to
convey the results of their discussions and 3) Students begin to be able to answer questions posed
by the teacher even though they have to be guided.
Fitriani, Krismanto, Improving Science Learning Process and Outcomes in Elementary Schools 41
Usman Through Contextual Teaching & Learning
concrete objects such as candles, matches, and spoons. These activities are carried out to prove
simple convection events that often occur in their daily lives.
Discussion
The teacher's efforts to implement the CTL steps (syntax) have gone well in class, even
though they have to undergo a series of improvement processes in the second cycle. This
exemplary implementation is reflected in the various aspects of learning that have shown the
characteristics of CTL. The contextual attributes of the teaching materials are visible. Namely,
the teacher provides teaching materials containing examples of Perpindahan Kalor events
commonly encountered by students daily. In addition, it can be seen in the worksheet, which has
contextual characteristics. For example, the worksheet contains activities that relate the material
to the actual conditions of students so that students are expected to be able to write down and tell
examples of events that students have seen by showing events of conduction and convection heat
transfer in everyday life. In addition, students also practice conduction and convection heat
transfer events in a simple experimental project, for example, heat induction and convection
experiments. Through experimental projects, students are directed to observe a conduction and
convection heat transfer process, conclude a new concept and knowledge about this natural
phenomenon, and relate it to phenomena they encounter daily at home. Likewise, the media has
contextual characteristics, namely, containing images of conduction and convection heat transfer
that are often experienced by students daily. Then students are also given evaluation questions
about conduction and convection heat transfer in everyday life. Finally, the teacher explains the
material by providing examples such as heat transfer material in everyday life by induction and
convection.
Using a CTL-based worksheet can facilitate the learning process and help students
understand the material more easily. This is in line with the results of previous research that the
learning process with the CTL approach implemented in Student Activity Sheets can help students
more easily understand the subject matter (Fauziah and Nurita 2019). Likewise in teaching
materials, teaching materials set with the CTL approach help students understand concepts (Dewi
and Primayana 2019; Lestari, Sutiarso, and Sugilar 2022). Overall, the implementation of CTL
learning can facilitate teaching materials and activities that are close to the real world; develop
critical thinking, problem-solving, and creativity in student learning materials/activities; connect
42 Fitriani, Krismanto, Improving Science Learning Process and Outcomes in Elementary Schools
Usman Through Contextual Teaching & Learning
knowledge with various applications in the daily life of students; and facilitate learning by doing
(Ambrose et al. 2013; Baker, Hop, et al. 2009; Berns and Erickson 2001).
The processes and activities that have been going on are also in line with Davtyan's
explanation that instruction based on contextual learning strategies should be structured to
encourage five basic forms of learning: Relating, Experiencing, Applying, Cooperation, and
Transfer (REACT) (Davtyan 2014). Relating is a learning process experienced by students in the
context of life experiences and connecting the material being studied with that experience. In this
case, the teacher uses the strategy of connecting new perceptions with something familiar to
students, from the side of students who connect the daily events they experience with the subject
matter being studied. Experiencing is a student learning process in the context of exploratory
experiences. The learning process in students will potentially occur faster when students
experience themselves using equipment and materials and carry out active research on their own.
For example, conducting relevant experimental projects will demonstrate that the natural
phenomena they encounter are phenomena that can be explained scientifically. This step helps
them practice actions directly related to real-life phenomena with the concepts or knowledge
being studied. Applying is learning concepts and information in practical and meaningful
situations. Through a series of learning activities, students are expected to be able to apply a
concept that is being studied to their real-world experiences, especially in daily problem-solving
activities. In this case, the teacher can add explanations and motivate students by orienting a
problem that is realistic and relevant to students' lives. Cooperation is a learning process
experienced by students in the context of sharing, responding, and communicating with other
students. This is an essential strategy in CTL. Working in groups helps students share everyday
experiences relevant to the concepts being studied, solve problems, understand the concepts and
relate them to the real world. Transfer is a learning process in the context of utilizing prior
knowledge that already exists or is owned by students through their daily experiences. At this
stage, the teacher helps students explore their experiences, relate them to new scientific concepts
or knowledge and then helps students to apply them to new situations and contexts or problems
in everyday life.
This research also shows various changes in the learning process about conduction and
convection heat transfer in grade 5 UPT SD Negeri 287 Pinrang, South Sulawesi. For example,
changes in student learning activities, this increase can be seen when the teacher shows the
learning media "Papan Peristiwa Konveksi". Students get information from the learning media
and associate it with phenomena that occur in students daily lives so that the understanding gained
by students will last. With students getting their information through learning media, they begin
to think critically to make learning more meaningful. The learning process takes place naturally
in the form of student work activities and student observations that are required to be active, not
just passing on knowledge from the teacher to students. Thus learning outcomes are expected to
be more meaningful for students to solve problems, think critically, make observations and draw
conclusions (Marta et al. 2020). It was further explained that CTL learning facilitates students to
absorb lessons and capture meaning in the academic material they receive. They can associate
new information with their knowledge and experience (Ginting 2016). This also aligns with the
explanation that contextualizing science learning needs to involve utilizing students' prior
knowledge and everyday experiences as catalysts for understanding challenging and meaningful
science concepts (Rivet and Krajcik 2008).
Changes also occurred in student learning interactions after the implementation of CTL,
which was seen in students finding information through learning media and then explaining orally
by linking examples of conduction and convection heat transfer events in everyday life.
Contextual activity is also seen when students tell orally about convection events often found at
home in front of their group mates. In addition, it also appears when students carry out conduction
and convection heat transfer experiments in groups to prove simple convection events that often
occur in students' daily lives. Various forms of interaction with fellow students, teachers, media,
and experimental activities have the potential to absorb information faster and last longer in
Fitriani, Krismanto, Improving Science Learning Process and Outcomes in Elementary Schools 43
Usman Through Contextual Teaching & Learning
students' memory. This is in line with the assertion that CTL helps students connect with internal
and external contexts, 1) namely starting with the knowledge they have or past experiences, 2)
continuing with learning experiences in the classroom or the current situation, 3) re-associating
them with everyday problems with diverse learning interaction experiences. These experiences
result in a more profound understanding so that students are more likely to maintain competence
for a more extended time and can apply their knowledge to solve everyday problems in the future
(Berns and Erickson 2001). Contextualized learning has been theorized to help students
understand complex scientific ideas because the meaningful use of a problem or situation provides
students with a cognitive framework that connects their experiences with new knowledge. In this
case, the cognitive framework acts like a structure where abstract ideas can be connected with
prior understanding and fixed in long-term memory (Rivet and Krajcik 2008).
Various changes in the implementation of CTL show actual practice that contextual learning
facilitates students to 1) develop basic knowledge (understanding specific ideas or concepts), 2)
application (ability to involve this information in action), 3) integration (understanding the
relationship between the knowledge learned), the human dimension (understanding the need to 4)
interact with and understand oneself or others), and 5) promoting learning that involves student
participation at every stage. CTL was identified as a strategy that encourages active student
involvement, improving the learning process and developing scientific thinking skills (Baker,
Hope, and Karandjeff 2009). He also emphasized that CTL is a means to improve student
performance by increasing interest and motivation, developing skills and mastery of information,
increasing connectivity with peers, and accommodating various ways of learning activities
(Baker, Hope, et al. 2009). Other references assert that CTL can stimulate students' brains to
develop patterns and create meaning by connecting sensory experiences and stimuli with new
knowledge through real-life applications (Baker, Hope, et al. 2009).
Various changes in the learning process, both from the side of the teacher, students and
learning activities as described above, lead to increased student learning outcomes. Previous
research concluded that applying the CTL to science learning can improve student learning
outcomes (Nadhiroh and Efendi 2023; Rahmaniati and Samsudin 2023).
Based on the results of learning improvement, it was concluded that to improve the learning
process and student learning activities in science learning, CTL is one of the relevant alternatives.
The results of this study indicate changes and improvements during the learning process, such as
in student learning activities, learning interactions that occur and the way teachers teach. The
process of improving science learning which has an impact on improving the learning process
and student learning activities can ultimately improve student learning outcomes in grade 5 UPT
SD Negeri 287 Pinrang, South Sulawesi.
The implication is that in science learning in elementary schools, a paradigm shift is needed
from science as a concept that must be learned by rote to a concept that needs to be understood
by linking phenomena and students' daily experiences. One is through CTL, which facilitates
students' attention to think about "why do I need to study science? why is it useful? where is it
useful for me?" This understanding needs to be instilled so that children can use science to make
sense of life, see science as a tool in transferring it to situations they face in life, and have the
characteristics of developing 21st-century skills (Aydin-Ceran 2022). So it is necessary to
reconstruct the curriculum and practice of learning science in elementary schools, which aims to
close the gap between science and real life through the best and implementable methods and
strategies based on real-life contexts.
44 Fitriani, Krismanto, Improving Science Learning Process and Outcomes in Elementary Schools
Usman Through Contextual Teaching & Learning
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