Strategi Pembelajaran Kontekstual untuk Meningkatkan Literasi Sains Siswa Kelas 3 SD pada Materi IPAS

Rahma Tsani Azalia, Joko Suprapmanto

Abstract

This study aimed to examine the effect of a contextual learning strategy (Contextual Teaching and Learning/CTL) on the improvement of scientific literacy among third-grade elementary school students in IPAS learning. The study was motivated by students’ difficulties in connecting IPAS concepts with phenomena and experiences encountered in everyday life. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 41 students, including 15 students in the experimental group at SDN Bojongkawung and 26 students in the control group at SDN Babakan Cibatu. Data on students’ scientific literacy were collected using a test administered as a pretest and posttest. Data analysis included validity, reliability, normality, homogeneity, equivalence, N-Gain analysis, and a comparison of N-Gain scores using Welch’s Test. The results showed that the mean scientific literacy score of the experimental group increased from 66.47 on the pretest to 86.87 on the posttest, while the control group increased from 61.65 to 78.23. The mean N-Gain score was 60.64% for the experimental group and 43.34% for the control group, with both groups classified in the moderate category. The Welch’s Test conducted on the N-Gain scores yielded t = 2.650, df = 21.681, and p = 0.015 < 0.05, indicating a difference in the improvement of scientific literacy scores between the two groups. Descriptively, the experimental group showed a higher increase in scientific literacy scores than the control group.

Keywords

IPAS, scientific literacy, contextual learning strategy, Contextual Teaching and Learning, elementary school

References

Abraham, I., & Supriyati, Y. (2022). Desain Kuasi Eksperimen Dalam Pendidikan: Literatur Review. Jurnal Ilmiah Mandala Education, 8(3), 2476–2482. https://doi.org/10.58258/jime.v8i3.3800

Ade Novianti, Alwen Bentri, A. Z. (2021). Pengaruh Penerapan Model Problem Based Learning (PBL) Terhadap Aktivitas dan Hasil Belajar Siswa pada Pembelajaran Tematik Terpadu Di Kelas V Sekolah Dasar. Jurnal Basicedu, 5(5), 194–202. https://jbasic.org/index.php/basicedu

Ainun Farodisa, & Bagus Rahmad Wijaya. (2023). Pengaruh Model Contextual Teaching and Learning terhadap Kemampuan Literasi Sains Siswa Kelas V SDN Kraton 3. Sinar Dunia: Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 2(3), 230–240. https://doi.org/10.58192/sidu.v2i3.1174

Alparuq, P., Kolbi, S. N., Zahra, S., & Adela, D. (2024). Analysis of Science Learning Barriers in Elementary Schools (Issue ICEHoS 2023). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-249-1_2

Angelia, D. (2024). Penerapan Teori Belajar Konstruktivisme Menurut Jean Piaget dalam Pembelajaran Pendidikan Agama Katolik bagi Generasi Alpha. Jurnal Penelitian Pendidikan Agama Katolik, 4(1)(1), 1–119. https://doi.org/10.52110/jppak

Azzahra, N., Sofa, S. M., Kaguai, N., & Ardian, T. (2024). Upaya Meningkatkan Hasil Belajar Melalui Penerapan Pembelajaran Kooperatif Tipe Stad Pada Materi Lambang Negara Indonesia Kelas III SDN Sukaharja. Journal Of Social Science Research, 4, 11911–11919.

Badarudin, A. S. A. I. I. &. (2021). PENERAPAN CONTEXTUAL TEACHING AND LEARNING(CTL) BERBANTUAN E-MODULINTERAKTIF DALAM MENINGKATKAN LITERASI SAINS PADA MATERI BUMIKU SAYANG BUMIKU MALANG DI KELAS V SD NEGERI 1 SUMBANG. 32(3), 167–186. https://doi.org/10.23969/jp.v10i02.25169

Chaerinna, Poerwanti, J. I. S., & Chumdari. (2026). Pengaruh Model Pembelajaran Problem Based Learning ( PBL ) Berbantuan Media Flashcard terhadap Keterampilan Berpikir Ilmiah Peserta Didik pada Pembelajaran IPAS. Didaktika Dwija Indria Jurnal Ilmiah Pendidikan, 14(4), 1874–1884. https://jurnal.uns.ac.id/JDDI/article/view/112561/55828

Dwi Astuti, R., Poerwanti, J. I., Ragil Widianto Atmojo, I., & Kunci, K. (2026). Kemampuan Menganalisis IPAS Materi Keanekaragaman Flora Fauna ditinjau dari Literasi Sains dan Berpikir Kritis. Jurnal Didaktika Dwija Indria, 14(4), 1914–1925. https://doi.org/10.20961/ddi.v14i4.14.4.1914-1925

Frida Silitonga, D. M., & Putra, E. D. (2021). Peran Guru Dalam Menggunakan Model Contextual Teaching and Learning (CTL) di Sekolah Dasar. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 13(2), 577–590. https://doi.org/10.37680/qalamuna.v13i2.1038

Heriani, S. (2026). Pengaruh Model Pembelajaran Inkuiri Sosial terhadap Kemampuan Literasi Sosial Siswa Sekolah Dasar. TERPADU:Jurnal Ilmiah Pendidikan Dasar, 4, 619–627. https://pelitaaksara.or.id/index.php/terpadu/index

Iduard, Hasdin, & Idrus. (2025). Analysis of the impact of contextual learning models on environmental literacy among elementary school students analisis dampak model pembelajaran kontekstual terhadap literasi lingkungan siswa sekolah dasar. Pedagogik Journal of Islamic Elementary School, 8(2), 543–554. https://doi.org/10.24256/pijies.v8i2.7567

Indonesia, P. R. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Sekretariat Negara Republik Indonesia, 2(1), 39–45. https://doi.org/10.24967/ekombis.v2i1.48

Kemendikbudristek. (2022). Permendikbudristek Nomor 5 Tahun 2022 tentang Standar Kompetensi Lulusan. 167–186.

Kurniati, N., Sarjana, K., & Anwar, Y. S. (2019). Pengenalan Pembelajaran Contextual Teaching and Learning (Ctl) Dalam Implementasi Kurikulum 2013 Pada Guru - Guru Sdn 22 Mataram. Jurnal Pendidikan Dan Pengabdian Masyarakat, 2(2). https://doi.org/10.29303/jppm.v2i2.1114

Nurahmah, S. S., Barkah, & Adela, D. (2024). Penerapan Fun literacyuntuk Meningkatkan KemampuanMembaca Pemahaman pada Siswa Sekolah Dasar. Jurnal Basicedu, 8(5), 3581–3590.

https://journal.uii.ac.id/ajie/article/view/971

Nurmalasari, Radiah, Rahmawati, & Darmaniar. (2024). Penerapan Pembelajaran Kontekstual Berbasis Demonstrasi dalam Meningkatkan Hasil Belajar IPA dan Kemampuan Literasi Sains Siswa. CJPE: Cokroaminoto Journal of Primary Education, 7(2), 495–505. https://doi.org/10.30605/cjpe.7.2.2024.4730

Nurulaeni, F., & Aulia Rahma. (2024). Kajian Etnosains Budaya Sunda pada Pembelajaran IPA SD. Jurnal Pendidikan Mipa, 14(3), 845–849. https://doi.org/10.37630/jpm.v14i3.1899

Pahmi, S., Juandi, D., & Sugiarni, R. (2022). The Effect of STEAM in Mathematics Learning on 21st Century Skills: A Systematic Literature Reviews. Prisma, 11(1), 93. https://doi.org/10.35194/jp.v11i1.2039

Presiden Republik Indonesia. (2021). Peraturan Pemerintah (PP) Nomor 57 Tahun 2021 tentang Standar Nasional Pendidikan. Peraturan Pemerintah Republik Indonesia, 102501.

Putri, S. M., Yusup, R., Sajidin, & Hidayat, R. (2024). Development of steam-based learning media through lesson study for elementary school teachers. Jurnal Cakrawala Pendas, 10(4), 1002–1014.

Solihin, R. R., Susanto, T. T. D., Fauziyah, E. P., Yanti, N. V. I., & Ramadhania, A. P. (2024). The Efforts of Indonesian Government In Increasing Teacher Quality Based On PISA Result In 2022: A Literature Review. Perspektif Ilmu Pendidikan, 38(1), 57–65. https://doi.org/10.21009/pip.381.6

Suprapmanto, J., & Zakiyah, S. W. (2024). Analisis Permasalahan Analisis Permasalahan Pembelajaran IPAS pada siswa kelas 4 SD. Jurnal BELAINDIKA (Pembelajaran Dan Inovasi Pendidikan), 6(2), 199–204. https://doi.org/10.52005/belaindika.v6i2.232

Syawaludin, M., Setiani, P. P., Pramono, D., & Sholeh, M. (2025). Implikasi Teori Konstruktivisme Dalam Pelaksanaan. 07(03), 54–68.

Wulandari, N. D., Nabila Ayu Rosyidah, Rahmatul Ula Asshaumi, Arifuttajalli Arifuttajalli, Muhammad Khairul Umam, Sudarti Sudarti, & Subiki. (2023). Analisis Korelasi Kemampuan Literasi Sains Dengan Pemahaman Konsep Energi Listrik Pada Mahasiswa Pendidikan Fisika. International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities, 1(1), 85–93. https://doi.org/10.59024/ijellacush.v1i1.162

Yusmar, F., & Fadilah, R. E. (2023). Analisis Rendahnya Literasi Sains Peserta Didik Indonesia: Hasil Pisa Dan Faktor Penyebab. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 13(1), 11–19. https://doi.org/10.24929/lensa.v13i1.283

DOI: https://doi.org/10.20961/ddi.v14i5.127942

Refbacks

  • There are currently no refbacks.