Pengaruh Pendekatan Contextual Teaching And Learning (CTL) berbantuan Flipbook terhadap Hasil Belajar Kognitif IPAS di Sekolah Dasar

Amelia Shafa Nur Fadhila, Endrise Septina Rawanoko

Abstract

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) approach assisted by digital Flipbook media on students’ cognitive learning outcomes in elementary science and social studies (IPAS). A quantitative quasi-experimental method with a Non-Equivalent Pretest–Posttest Control Group Design was employed. The sample consisted of 18 students in the experimental class and 32 in the control class, selected through simple random sampling, while 42 students participated in instrument testing. The experimental class used CTL assisted by digital Flipbook media, while the control class used CTL assisted by posters. Data were collected through multiple-choice pretests and posttests and analyzed using validity, reliability, normality, homogeneity, balance, and Independent Samples t-Test procedures with IBM SPSS Statistics 22. The results showed that the experimental class achieved a higher posttest mean (82.78) than the control class (64.38). The hypothesis test showed a significance value of 0.000 < 0.05, indicating a significant effect of CTL assisted by Flipbook media on students’ cognitive learning outcomes in IPAS.

Keywords

Contextual Teaching and Learning, Flipbook Digital, cognitive learning outcomes

References

Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104(1), 250–263. https://doi.org/10.1037/a0026147 Adi, F. P., Marmoah, S., Atmojo, I. R. W., Matsuri, Ardiansyah, R., Saputri, D. Y., & Rosyid, H. A. A. (2026). Digital learning media-practices in integrated-science and social-studies under the independent curriculum in elementary schools. Jurnal Ilmiah Pendidikan Dasar, 13(1), 115–131. https://doi.org/10.30659/pendas.13.1.115-131 Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. Computers & Education, 78, 140–149. https://doi.org/10.1016/j.compedu.2014.06.001 Atmojo, I. R. W. (2015). Pengaruh penggunaan metode discovery berbasis media realita terhadap hasil belajar mata kuliah konsep dasar IPA 1. Mimbar Sekolah Dasar, 2(2), 130–139. https://doi.org/10.17509/mimbar-sd.v2i2.1324 Atmojo, I. R. W., & Saputri, D. Y. (2024). Misconceptions about science learning materials of class V in elementary schools using a diagnostic instrument of four-tier multiple choice. Jurnal Pendidikan dan Pengajaran, 57(3), 619–630. https://doi.org/10.23887/jpp.v57i3.73841 Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2024). The effect of digital game-based learning interventions on cognitive, metacognitive, and affective-motivational learning outcomes in school: A meta-analysis. Review of Educational Research, 94(2). https://doi.org/10.3102/00346543231167795 Cai, Z. (2025). Effects of digital game-based learning on students’ problem-solving ability: A three-level meta-analysis. Journal of Computer Assisted Learning, 41(2), e70002. https://doi.org/10.1111/jcal.70002 Castro-Alonso, J. C., Wong, R. M., Adesope, O. O., & Paas, F. (2021). Effectiveness of multimedia pedagogical agents predicted by diverse theories: A meta-analysis. Educational Psychology Review, 33(3), 989–1015. https://doi.org/10.1007/s10648-020-09587-1 Cromley, J. G., & Chen, R. (2025). A meta-analysis of Richard Mayer's multimedia learning research: Searching for boundary conditions of design principles across multiple media types. Educational Research Review, 49, 100730. https://doi.org/10.1016/j.edurev.2025.100730 Dahl-Leonard, K., Hall, C., & Peacott, D. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Educational Technology Research and Development, 72, 1507–1538. https://doi.org/10.1007/s11423-024-10354-0 Egert, F., Cordes, A.-K., & Hartig, F. (2022). Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care. Educational Research Review, 37, 100472. https://doi.org/10.1016/j.edurev.2022.100472 Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28, 717–741. https://doi.org/10.1007/s10648-015-9348-9 Hapsari, H. T., Riyadi, & Budiharto, T. (2023). Pengembangan media pembelajaran berbasis e-flipbook melalui Canva pada materi satuan waktu untuk peserta didik kelas III sekolah dasar. Didaktika Dwija Indria, 11(4). https://doi.org/10.20961/ddi.v11i4.76724 Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897 Kurniawan, R., & Istiyati, S. (2026). Pengaruh media komik terhadap hasil belajar IPAS materi Daerahku Kebanggaanku kelas V SDN se-Gugus Budi Utomo Mondokan. Didaktika Dwija Indria, 14(2), 551–557. https://doi.org/10.20961/ddi.v14i2.106668 Li, Y.-D., & Wu, J.-H. (2026). Enhancing students’ achievement and scientific literacy through technology-enhanced learning in science education: A meta-analysis. Research in Science & Technological Education, 44(3), 1124–1147. https://doi.org/10.1080/02635143.2025.2561977 Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P. D., del Pozo Cruz, B., & Lonsdale, C. (2022). Multimedia design for learning: An overview of reviews with meta-meta-analysis. Review of Educational Research, 92(3), 413–454. https://doi.org/10.3102/00346543211052329 Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P. D., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713 Savva, M. (2022). Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2. Journal of Computer Assisted Learning, 38. https://doi.org/10.1111/jcal.12623 Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291. https://doi.org/10.1016/j.compedu.2013.11.002 Silverman, R. D., Keane, K., Darling-Hammond, E., & Khanna, S. (2025). The effects of educational technology interventions on literacy in elementary school: A meta-analysis. Review of Educational Research, 95(5). https://doi.org/10.3102/00346543241261073 Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008 Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292. https://doi.org/10.1007/s10648-019-09465-5 Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361 Tokac, U. (2019). Effects of game-based learning on students’ mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning, 35. https://doi.org/10.1111/jcal.12347 Wang, J., Tigelaar, D. E. H., Ye, T., & Admiraal, W. (2026). A meta-analysis of moderators of the effects of technology-enhanced adaptive learning on primary and secondary students’ learning outcomes. Journal of Computer Assisted Learning, 42(1), e70168. https://doi.org/10.1002/jcal.70168 Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9, 26. https://doi.org/10.1186/s40594-022-00344-0 Widodo, S. T., Kurniawan, S. B., & Sukarno. (2019). Peningkatan kemampuan menganalisis sumber energi melalui penerapan model Contextual Teaching and Learning dengan media Diorama pada kelas IV sekolah dasar. Didaktika Dwija Indria, 7(2), 13–18. https://doi.org/10.20961/ddi.v7i2.30902 Wijaya, T. T., Cao, Y., Weinhandl, R., & Tamur, M. (2022). A meta-analysis of the effects of E-books on students’ mathematics achievement. Heliyon, 8(6), e09432. https://doi.org/10.1016/j.heliyon.2022.e09432 Zuo, R., Li, W., & Zhang, X. (2025). The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: A meta-analysis of moderating factors. Frontiers in Psychology, 16, 1540169. https://doi.org/10.3389/fpsyg.2025.1540169

DOI: https://doi.org/10.20961/ddi.v15i1.127233

Refbacks

  • There are currently no refbacks.