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Contextual Learning Model Improves Science Scores of Indonesian Elementary Students
A classroom study conducted by researchers from Universitas Tadulako found that contextual learning supported by video media significantly improved science learning outcomes among fourth-grade students at SD Inpres Sibedi, Indonesia. The research, published in 2026 in the Internasional Journal of Integrative Sciences, showed that students taught through contextual learning achieved substantially higher post-test scores than students taught through conventional instruction.
The study was written by Sri Fani, Bau Ratu, Pahriadi, Herlina, and Eva Setya Rini from Universitas Tadulako. Their findings contribute to ongoing discussions about improving elementary education under Indonesia’s Merdeka Curriculum, which emphasizes active learning, critical thinking, and real-world understanding.
The research is considered important because many Indonesian elementary schools still rely heavily on teacher-centered instruction. In science and social science subjects, students often struggle to connect classroom material with everyday experiences, resulting in lower engagement and weaker academic performance.
According to the researchers, contextual learning offers a more interactive approach by linking lessons directly to students’ daily lives. The method encourages discussion, exploration, collaboration, and critical thinking rather than passive memorization.
“Students become more active and better understand the relationship between learning material and real-life situations,” the authors from Universitas Tadulako explained in the journal article.
The study focused on IPAS, or Natural and Social Sciences, a subject introduced in Indonesia’s Merdeka Curriculum that combines science and social studies into a single integrated course. IPAS aims to strengthen scientific literacy and social awareness while helping children understand relationships between humans, nature, and society.
Researchers observed that many students at SD Inpres Sibedi had difficulty understanding science topics and showed low interest during lessons. Interviews with teachers also revealed that students were often hesitant to answer questions or participate actively in classroom discussions.
To test whether a different teaching model could improve learning outcomes, the research team conducted a quasi-experimental study involving 34 fourth-grade students. The participants were divided equally into two groups:
- 17 students in the experimental class
- 17 students in the control class
The experimental group learned through a video-assisted contextual learning model, while the control group received conventional Direct Instruction supported by picture-based media.
Before the lessons began, both groups completed a pre-test designed to measure their initial understanding of science concepts related to states of matter and physical changes.
The results showed that both groups started at nearly the same academic level:
- Experimental group average pre-test score: 42.14
- Control group average pre-test score: 42.76
After the learning intervention, students completed a post-test to evaluate improvement.
The difference between the two groups became clear in the final results:
- Experimental group average post-test score: 76.36
- Control group average post-test score: 55.18
Students in the contextual learning group also achieved a maximum score of 100, compared with 73 in the conventional learning group.
The researchers used statistical analysis with an Independent Samples t-test and found a significance value of 0.000, which is below the accepted threshold of 0.05. This confirmed that the improvement was statistically significant and not caused by random variation.
Additional N-gain analysis categorized the effectiveness of the contextual learning model as high. The researchers concluded that contextual learning supported by video media was more effective than traditional classroom instruction for improving science achievement among elementary students.
The findings align with broader educational trends that emphasize active learning and student engagement. Many education experts argue that younger students learn more effectively when lessons are connected to familiar experiences rather than abstract explanations.
In the Sibedi study, the use of video media also appeared to strengthen comprehension. Visual demonstrations helped students better understand scientific concepts that might otherwise seem difficult or theoretical in a traditional lecture-based classroom.
The implications extend beyond one elementary school in Central Sulawesi. The findings suggest that contextual learning methods could help schools across Indonesia improve science education outcomes, particularly in rural or under-resourced areas where student motivation and classroom participation remain ongoing challenges.
For teachers, the study offers practical evidence that interactive and student-centered learning approaches can produce measurable academic gains. For policymakers, the results support continued implementation of the Merdeka Curriculum’s emphasis on creativity, inquiry, and real-world learning.
The research also highlights the growing importance of educational media in primary schools. Video-assisted learning, even when used in simple classroom settings, may help students retain information more effectively and participate more confidently during lessons.
The authors acknowledged that further studies are needed to explore how contextual learning performs across larger student populations and different educational environments. They also encouraged future researchers to investigate additional teaching media and instructional strategies that could further strengthen elementary science learning.
Author Profiles
Sri Fani is a researcher in elementary education at Universitas Tadulako with an interest in science learning and classroom innovation.
Bau Ratu, M.Pd. is a lecturer and education researcher at Universitas Tadulako specializing in instructional models and primary school learning strategies.
Pahriadi focuses on educational development and student-centered learning approaches in Indonesian schools.
Herlina conducts research on innovative teaching methods and elementary education improvement.
Eva Setya Rini specializes in educational media and learning effectiveness in primary education environments.
Source
Journal: Internasional Journal of Integrative Sciences
Publication Year: 2026
Authors: Sri Fani, Bau Ratu, Pahriadi, Herlina, Eva Setya Rini
Affiliation: Universitas Tadulako
DOI: https://doi.org/10.55927/ijis.v5i4.25
URL : https://journalijis.my.id/index.php/ijis/index
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