The Impact of Outdoor-Based Contextual Teaching and Learning on Elementary Students’ Science Learning Outcomes

Abstract

The background of this study is that the science learning process remains teacher-centered and relies on lecture-based methods, resulting in students being less active and suboptimal learning outcomes. Additionally, the surrounding environment has not been fully utilized as a learning resource. This study aims to determine students’ science learning outcomes before and after implementing an outdoor-based Contextual Teaching and Learning (CTL) model, as well as to examine the effect of this model on the science learning outcomes of fourth-grade students at Mathlaul Anwar Islamic Elementary School. This study employs a quantitative approach using an experimental method and a pretest-posttest control group design. Data collection techniques include tests, observations, and documentation. The results of the study show that the average pre-test score for the experimental class was 40,90 it increased to 67,50 on the post-test. Meanwhile, the control class’s score increased from 35,23 to 56,23. Based on the hypothesis test using the Independent Samples T-Test, a significance value (2-tailed) of 0.000 ≤ 0.05 was obtained, so Ha was accepted and Ho was rejected. Thus, the outdoor-based Contextual Teaching and Learning (CTL) model has a positive effect on the science learning outcomes of Grade IV students at MI Mathlaul Anwar.