Analysis of the Effectiveness of Contextual Teaching and Learning on Elementary School Science Proficiency: A Systematic Literature Review
DOI:
https://doi.org/10.17509/mimbar-sd.v13i2.36Keywords:
Contextual Teaching Learning Model, Effectiveness, Elementary School, Science, Systematic Literature ReviewAbstract
Science education in elementary schools often faces challenges such as low learning outcomes and student motivation due to instruction that tends to be theoretical, abstract, and lacks relevance to students' real lives. This condition demands a learning strategy capable of connecting academic material with real-world contexts. This study aims to analyze the effectiveness of implementing the Contextual Teaching and Learning (CTL) model on science proficiency, cognitive learning outcomes, and critical thinking skills of elementary school students. This study employs the Systematic Literature Review (SLR) method by analyzing 18 reputable national journal articles published between 2020 and 2025. Data were collected, reduced, and analyzed narratives to identify trends and the impacts of CTL implementation. The analysis results show that the implementation of CTL consistently exerts a positive and significant influence on improving Science (IPA) and Natural and Social Sciences (IPAS) learning outcomes. CTL is proven effective in facilitating the understanding of abstract concepts, increasing learning activities, and fostering students' critical thinking skills and scientific literacy. The findings also indicate that the integration of CTL with concrete instructional media (such as realia, dioramas, and visual media) yields a more optimal impact compared to conventional learning. The CTL model is recommended as an effective strategy in elementary science education because it can make learning more meaningful. Educators are advised to implement CTL supported by creative media to overcome student learning difficulties in complex subject matter.
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