Pengaruh Model Contextual Teaching and Learning (CTL) Berbantuan Media Flipbook Terhadap Pemahaman Konsep IPAS Siswa Sekolah Dasar

Fadinda Syifa Faozan; Sofyan Iskandar; Tiara Yogiarni

doi:10.55681/nusra.v7i4.6516

Authors

Fadinda Syifa Faozan Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia
Sofyan Iskandar Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia
Tiara Yogiarni Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i4.6516

Keywords:

Contextual Teaching and Learning, Flipbook, Conceptual Understanding, Elementary School

Abstract

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model assisted by Flipbook media on elementary students’ conceptual understanding of Social Studies (IPS) and to compare its effectiveness with the Student Teams Achievement Division (STAD) cooperative learning model assisted by PowerPoint. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The participants were 44 fifth-grade students of SDN 1 Munjuljaya, Purwakarta, consisting of 22 students in the experimental class and 22 students in the control class. Data were collected using 25 multiple-choice questions measuring seven indicators of conceptual understanding: interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Data were analyzed using normality and homogeneity tests, independent sample t-test, simple linear regression, coefficient of determination, and N-Gain analysis. The results showed a significant effect of the CTL model assisted by Flipbook media on students’ conceptual understanding, with a significance value of 0.001 and R² of 0.757. The pre-test results showed no significant difference between the two classes (Sig. 0.755), while the post-test results showed a significant difference (Sig. 0.001). The N-Gain results also indicated greater improvement in the experimental class than in the control class. Thus, CTL assisted by Flipbook media contributed significantly to improving students’ conceptual understanding of Social Studies.

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