| Title: |
Enhancing Conceptual Understanding and Participation in Integrated Science–Social Studies Through Contextual Teaching and Learning |
| Authors: |
Sakina, Diah; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Gagaramusu, Yusdin Bin M; Mas'adi, Mas'adi; Wilade, Surahma |
| Source: |
Journal of Innovation and Research in Primary Education; Vol. 5 No. 2 (2026); 2736-2735 ; 2829-775X |
| Publisher Information: |
Papanda Publisher |
| Publication Year: |
2026 |
| Subject Terms: |
Contextual Teaching and Learning; IPAS Learning; Primary Education; Student Engagement; Classroom Action Research |
| Description: |
Effective implementation of Indonesia's Merdeka Curriculum requires instructional approaches that connect academic content to students' real-life contexts, yet primary classrooms frequently remain dominated by teacher-centered, rote-based instruction. This study examines whether the Contextual Teaching and Learning (CTL) model can meaningfully improve the quality of Integrated Science and Social Studies (IPAS) instruction at the primary level. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was conducted across two cycles with 26 Grade IV students at SDN 3 Sojol, Donggala Regency, Indonesia. Data were collected through validated written tests (KR-20 = 0.78), structured observation sheets (17 teacher indicators; 13 student indicators), and semi-structured interviews, analyzed using both quantitative mastery criteria and Miles and Huberman's qualitative framework. Classical learning mastery improved from 65.4% in Cycle I to 88.5% in Cycle II, surpassing the 85% criterion. Teacher activity scores progressed from 2.86 (Good) to 3.71 (Very Good), and student participation rates increased across all 13 behavioral and cognitive indicators. Unexpectedly, a subset of behaviorally passive students consistently achieved above-average test scores, indicating a discrepancy between observable participation and cognitive engagement. The findings affirm that systematic, iterative CTL implementation transforms IPAS learning toward meaningful, student-centered inquiry. The study contributes process-level evidence demonstrating that CTL effectiveness requires the reflective alignment of all seven components, not merely the introduction of real-world materials. Challenges in equitable group participation and time management remain areas for ongoing pedagogical development. |
| Document Type: |
article in journal/newspaper |
| File Description: |
application/pdf |
| Language: |
English |
| Relation: |
https://ejournal.papanda.org/index.php/jirpe/article/view/3623/2142; https://ejournal.papanda.org/index.php/jirpe/article/view/3623 |
| DOI: |
10.56916/jirpe.v5i2.3623 |
| Availability: |
https://ejournal.papanda.org/index.php/jirpe/article/view/3623; https://doi.org/10.56916/jirpe.v5i2.3623 |
| Rights: |
Copyright (c) 2026 Diah Sakina, Nashrullah, Muslim AR, Yusdin Bin M. Gagaramusu, Mas'adi, Surahma Wilade ; https://creativecommons.org/licenses/by-sa/4.0 |
| Accession Number: |
edsbas.92417A04 |
| Database: |
BASE |