The Influence of CTL on Students' Ability to Understand Science Concepts

Abstract

This study examines the effect of the Contextual Teaching and Learning (CTL) model on the science concept comprehension of fifth-grade students at SDN 88 Singkawang. The study used a quantitative approach with a quasi-experimental design and purposive sampling technique. The sample consisted of 44 students (22 students in the experimental class and 22 students in the control class). The research instruments included a concept comprehension test in the form of multiple-choice questions and a questionnaire on students' responses to the application of CTL in the experimental class. Data analysis was performed using an independent t-test. The results showed a significant difference between the experimental and control classes (t = 6.341; t-table = 2.080) and a large effect size (d = 1.5), indicating a substantial effect of the CTL model on improving students' science concept comprehension. These findings provide empirical evidence that contextual and active learning through CTL can improve abstract concept comprehension at the primary school level. The practical implication is a recommendation for teachers to integrate the CTL approach into the planning and implementation of science learning; theoretically, this study strengthens the empirical basis for the effectiveness of CTL in the context of primary education.