PENGARUH PENDEKATAN KONTEKSTUAL DALAM KURIKULUM MERDEKA TERHADAP PEMAHAMAN KONSEP IPAS PADA SISWA KELAS V SDN 67 RABANTALA KOTA BIMA

Authors

  • Fauzul Qabir STKIP Taman Siswa Bima
  • Suriya Ningsyih STKIP Taman Siswa Bima
  • Rakhmatul Ummah STKIP Taman Siswa Bima

DOI:

https://doi.org/10.23969/jp.v10i03.33958

Keywords:

Contextual Teaching And Learning, Merdeka Curriculum, Conceptual Understanding, Elementary School

Abstract

This research was conducted to address the low conceptual understanding of fifth grade students in IPAS subject at SDN 67 Rabantala, Kota Bima. The purpose of the study was to determine the effect of contextual teaching and learning (CTL) approach in the Merdeka Curriculum on students’ conceptual understanding. The method used was a quasi-experimental research with a one group pretest-posttest design. The research subjects were 23 fifth grade students selected through saturated sampling. The research instrument consisted of a multiple-choice test with 15 items that had been tested for validity and reliability, and an observation sheet for the implementation of CTL. Data were collected through pretest and posttest, then analyzed using descriptive statistics, normality test, and paired sample t-test with the help of SPSS 24. The results showed an increase in the average score from 58.26 in the pretest to 83.04 in the posttest. The number of students achieving the Minimum Mastery Criteria (KKM) increased from 30% to 91%. The results of the paired sample t-test obtained a significance value of 0.000 < 0.05, which means that there was a significant difference in students’ conceptual understanding before and after the application of CTL. Thus, CTL is proven to be effective in improving students’ conceptual understanding in IPAS learning.

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References

67 Rabantala Kota Bima, dapat

disimpulkan bahwa penerapan

pendekatan kontekstual (Contextual

Teaching and Learning/CTL) dalam

Kurikulum Merdeka memberikan

pengaruh yang signifikan terhadap

peningkatan pemahaman konsep

siswa pada mata pelajaran IPAS. Hal

ini ditunjukkan dengan adanya

peningkatan nilai rata-rata siswa dari

58,26 pada pretest menjadi 83,04

pada posttest, serta peningkatan

jumlah siswa yang mencapai Kriteria

Ketuntasan Minimal (KKM) dari 30%

menjadi 91%. Uji hipotesis dengan

paired sample t-test menghasilkan

nilai signifikansi 0,000 < 0,05, yang

berarti terdapat perbedaan signifikan

antara pemahaman konsep siswa

sebelum dan sesudah penerapan

CTL. Dengan demikian, CTL terbukti

efektif untuk meningkatkan

keterlibatan dan hasil belajar siswa

dalam pembelajaran IPAS.

Adapun saran yang dapat

diberikan adalah agar guru sekolah

dasar dapat memanfaatkan

pendekatan kontekstual sebagai

alternatif strategi pembelajaran yang

berpusat pada siswa, sehingga

pembelajaran lebih bermakna,

interaktif, dan relevan dengan

kehidupan sehari-hari. Selain itu,

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Published

2025-09-30

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