The Effect of the Use of Contextual Teaching and Learning (CTL) Approach on Elementary School Student Learning Outcomes about Science Grade IV to Ampera

Abstract

This reseacrh intends to examine the effect of the contextual teaching and learning outcomes of science students grade IV Ampera. The research used a quasi-experiment with equivalent pretest-posttest design and the subbject was class IVa students (n=20) as an experimental class and students class IVb (n=20) as a control class. Data collection techniques were carried out by observation and learning outcomes tests. Data analysis was performed with the t-test at a siqnificance level of 0.05 that were previously tested the prerequisites (normality and homogeneity). Hypothesis testing was done by the n-gain test. The results showed an increase in the average value of n-gain in the experimental class was 0.67 while in the control class was 0.46. The average  value in the experimental class was 81.45 and the control was 69.05, while t-test was obtained t count 7.62 and t table 1.68 t hus t count > t table (7.62 > 1.68). This proves that there is a siqnificant influence on the contextual teaching and learning (CTL) approach on student learning outcomes.