Conservation in Science Learning: Study Implementation of Contextual Teaching and Learning in Madrasah Ibtidaiyah
DOI:
https://doi.org/10.56266/widyaborneo.v6i2.231Keywords:
Contextual Teaching and Learning, Conservation, Learning Outcomes, Elementary School ScienceAbstract
This study aims to determine the application and influence of the conservation-based Contextual Teaching and Learning (CTL) learning model in science learning on student learning outcomes. Quantitative research here uses a quasy experimental design research method. The experimental class was treated using the conservation-based CTL learning model, and the control class using the CTL learning model. The research subjects were 45 grade 5 students of Madrasah Ibtidaiyah Ma’arif 1 Wadas. Data were collected through observation, tests, and documentation. This conservation-based CTL learning model is very effective in improving student learning outcomes in science subjects, as evidenced by students’ cognitive learning outcomes that increase and students’ affective learning outcomes also increase; for example, students become more concerned about the school environment. The calculated results of this study, namely, there is an effect of conservation-based CTL models on cognitive learning outcomes calculated with a significant level of α = 0.5, resulting in a count value of 2.354 greater than the t table 2.079 and completeness of 78%. There is an effect of conservation-based CTL models on affective learning outcomes, which is evidenced by the changing attitudes of students who become better towards the environment with a significant level of α = 0.5 count value of 2.235 greater than the t table 2.079. The conservation-based CTL model has a better effect on improving science learning outcomes than the CTL learning model. Thus, the CTL model is more effective in improving science subjects’ cognitive and affective learning outcomes. Elementary school teachers in the future can apply the conservation-based CTL model to all subjects or integrate it into appropriate issues so that student learning outcomes in cognitive and affective aspects, especially in caring for the environment, increase for further research further emphasize the conservation-based CTL learning model.
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