The Effeect of the Conextual Learning Model on Science Learning Outcomes of Grade IV Student at SD Inpres Sibedi

Abstract

This study investigated the impact of a contextual learning model on fourth-grade students’ learning outcomes in Natural and Social Sciences (IPAS) at SD Inpres Sibedi. A quasi-experimental design employing a Nonequivalent Pretest–Posttest Control Group framework was applied. The participants comprised 34 students, divided equally into an experimental group (n = 17) and a control group (n = 17). The experimental group was taught using a video-assisted contextual learning approach, whereas the control group received instruction through a Direct Instruction model supported by images. Data were collected using a validated and reliable 15-item multiple-choice test administered as pretest and posttest. Prior to hypothesis testing, assumption tests including normality and homogeneity were conducted. Data analysis was performed using the Independent Samples t-test and N-gain analysis, supported by SPSS version 26. The findings revealed a statistically significant difference between the two groups. The Independent Samples t-test produced a significance value of 0.000, which was lower than the alpha level of 0.05 (p < 0.05). Accordingly, the null hypothesis was rejected and the alternative hypothesis was accepted. It can therefore be concluded that the contextual learning model significantly improves students’ learning outcomes in fourth-grade IPAS at SD Inpres Sibedi, demonstrating its effectiveness compared to the conventional instructional approach