I. Made Astra, Anderias Henukh, Asep Irvan Irvani, Selestina Kostaria Jua
This study explores the effect of the contextual teaching approach (CTA) on students' cognitive learning outcomes and responses in learning the topic of light. CTA emphasizes connecting academic content to real-life contexts to enhance relevance and student engagement. A quantitative descriptive method was employed involving 35 junior high school students. Data were collected through pre-tests and post-tests, questionnaires, and evaluation sheets covering planning, implementation, and assessment stages. Findings showed that CTA led to a significant improvement in students' understanding. The average pre-test score was 51, rising to 97 on the post-test, with an N-gain score of 0.78 indicating high learning gains. Student responses were highly positive, with an average satisfaction rate of 93.63%. Lesson planning, implementation, and evaluation components were all rated as good. The results demonstrate that CTA positively influences both learning outcomes and student engagement. It is recommended that CTA be implemented more widely across science topics and other disciplines. Teachers should receive continuous training to enhance their capacity to apply CTA effectively. Further research should investigate the long-term effects of CTA on critical thinking and learning motivation. © Published under licence by IOP Publishing Ltd.
Department of physics education, Universitas Negeri Jakarta, Jakarta, Indonesia; Department of physics education, Universitas Musamus, Merauke, Indonesia; Department of physics education, Universitas Garut, Garut, Indonesia
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