The Effectiveness of Contextual Learning on Number Learning Outcomes Count Grade V in Elementary School

Abstract

Mathematics learning in elementary school, particularly on whole numbers, often encounters significant obstacles. Students commonly struggle with the abstract nature of numerical concepts, fail to see their relevance to daily life, and consequently exhibit low motivation and achievement. This study addresses these challenges by implementing an innovative learning strategy that combines a Deep Learning approach with the Problem-Based Learning (PBL) model, contextualized through a school kiosk simulation. The research involved 35 fifth-grade students who actively participated as sellers and buyers in a simulated market environment, utilizing concrete media such as imitation goods and play money. Data were gathered through observation, tests, and documentation. The results demonstrated a profound and statistically significant impact. The average student learning outcome surged from 57.5 to 93.0, with the majority of students successfully achieving the learning mastery standard. Statistical analysis using the Wilcoxon Signed Ranks Test confirmed the significance of this improvement (Asymp. Sig. = 0.000). Beyond cognitive gains, the simulation fostered a more dynamic and engaging classroom atmosphere, significantly boosting student motivation, participation, and collaborative social skills. The study concludes that the integration of Deep Learning and PBL through contextual, real-world simulations like a school kiosk is a highly effective method for enhancing the quality of mathematics education. It makes the learning of whole numbers more meaningful, applicable, and enjoyable, leading to superior academic results and holistic student development. This model is thus highly recommended for application in elementary school settings.