Mathematics is often perceived as a difficult subject because many of its concepts are abstract and difficult for students to visualize. The use of appropriate learning media is therefore essential to support students’ conceptual understanding, particularly in geometry topics such as plane figures. This study aims to investigate the effect of concrete object learning media on the mathematics learning outcomes of Grade VII students at SMPN 2 Suwawa. This research employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The sample consisted of 36 students selected through simple random sampling and divided into an experimental group and a control group. The experimental group was taught using the Contextual Teaching and Learning (CTL) model supported by concrete object media, while the control group received CTL instruction without concrete media. Data were collected using pretests and post-tests in the form of essay questions to measure students’ cognitive understanding of plane geometry. Instrument validity and reliability were tested prior to data analysis, which included descriptive statistics and inferential tests such as normality, homogeneity, and independent t-tests. The results show that students in the experimental group achieved significantly higher post-test scores (mean = 88.27) than those in the control group (mean = 64.50). The hypothesis testing revealed a calculated t-value of 6.1028, exceeding the critical t-value of 1.691, with a very strong effect size (Cohen’s d = 2.1985). In conclusion, the use of concrete object media within the CTL model significantly improves students’ mathematics learning outcomes. This approach is effective in creating meaningful and active learning experiences, particularly for abstract mathematical topics such as plane figures.

Mathematics education in elementary schools often encounters challenges, especially in teaching fractions that are many students difficult to understand it. These challenges need for more interactive and contextual teaching methods that can improve students' comprehension of fractions. The purpose of study to evaluate the effectiveness of Wayground media based on local wisdom, in increasing fraction problem-solving skills in primary school students. The Method of research employed a quantitative pre-experimental design with a one-group pretest and posttest, conducted on fifth-grade students at SD Islam Sabilillah Malang. Instruments based on Polya's problem-solving indicators were used to measure students’ abilities, beside their validity and reliability were tested using Cronbach's Alpha. Additionally, a questionnaire was administered to assess student responses to the Wayground media. Data analysis was performed using Microsoft Excel, including normality tests and calculation of the N-Gain Score. The results indicated a significant improvement in students' problem-solving skills, with pretest scores averaging 42.57 and posttest scores increasing 74.77. The N-Gain score of 0.5573 placed the media in the "moderately effective" category. Students' responses to the media were also very positive, with motivation and material understanding scores exceeding 80%. In conclusion, Wayground media based on local wisdom effectively improves fraction problem-solving skills, making learning more engaging and culturally relevant. This research contributes to the development of innovative and contextually relevant teaching methods in mathematics education.

The function of mobile technology in education provides significant potential for students to learn independently; however, it is often restricted by rigid interface designs and a lack of local cultural content. The purpose of this study is to design a UI/UX prototype for an English narrative text learning application that integrates South Sumatran folktales, addressing the need for interactive and contextual teaching media. This study employs a Research and Development (R&D) method using the Design Thinking approach, which consists of five interactive phases: Empathize, Define, Ideate, Prototype, and Test. Through this process, key features such as Cultural Path, Interactive Story, and Word Box were developed. The testing results showed a task success rate of 98.5% and a user satisfaction score of 4.78 out of 5. a relatively high mis click rate (40.8%) was identified on the Learning Page feature, indicating the need for improvements in the navigation layout. The findings show that the application works effectively and is well received by users, although improvements in the navigation layout are still needed. This study demonstrates that Design Thinking helps improve usability and contextual learning in a culturally based narrative learning application.

Bani, Mersi. 2025. The Effect of Contextual Teaching and Learning (CTL) Learning Model Assisted by Sort Card Media on Students' Learning Interest in Civics Education Subject in Grade II SDI Sikumana 3 Kupang. Thesis, Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Citra Bangsa University Kupang. Supervisor : 1. Kristina E. Noya Nahak, S.Pd., M.Pd : Supervisor 2. Heryon B. Mbuik, S.PAK., M.Pd. This research aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model assisted by Sort Card media on students' learning interest in Civics Education subject in grade II at SDI Sikumana 3 Kupang. The background of this research is the low learning interest of students in Civics Education learning caused by the use of conventional teaching methods that are less attractive and the lack of variety in interactive learning media. This research employs a quantitative method with a Quasi Experimental Design using Nonequivalent Control Group Design. The research population consisted of all second-grade students at SDI Sikumana 3 Kupang, totaling 50 students, with a research sample of 50 students consisting of class II C as the experimental class (25 students) and class II D as the control class (25 students). The sampling technique used was saturated sampling. The data collection instrument used a learning interest questionnaire that had been tested for validity and reliability. Data analysis techniques included normality test, homogeneity test, and hypothesis testing using Independent Sample t-test. The research results show that: there is a significant difference between the learning interest of students who use the CTL learning model assisted by Sort Card media and students who use conventional learning, the average learning interest score of experimental class students is higher than the control class, and based on the Independent Sample t-test, a significance value of 0.000 < 0.05 was obtained, which means there is a significant effect of the CTL learning model assisted by Sort Card media on students' learning interest in Civics Education subject in grade II at SDI Sikumana 3 Kupang. Therefore, the CTL learning model assisted by Sort Card media is effective in increasing students' learning interest because it is able to create contextual, interesting, interactive, and enjoyable learning.

The question of how to coherently link theoretical knowledge and practical application in undergraduate university teaching remains one of the central challenges in sport science education (e.g., Wendeborn, 2021). Although the relevance of experiential learning formats is widely acknowledged, the structural anchoring of such approaches within curricula and their implementation in large, heterogeneous student cohorts remain unresolved (Reinmann, 2016; Frey et al., 2020). This presentation addresses the question of how theoretical knowledge and practical application can be coherently linked in undergraduate sport science education with more than 150 students. It introduces the course “Perspektiven der Sportwissenschaft” (PSW), an innovative teaching format developed as part of the ongoing revision of the Bachelor’s programme in Sport Science at the University of Bern. The course aims to systematically integrate theory and practice from the very first year of study, replacing several previous foundation courses. Building on a problem-oriented approach, it combines weekly lectures, individual transfer assignments, and sport-practical as well as methodological sessions that are closely interconnected. Rooted in the framework of contextual teaching and learning (Johnson, 2002), PSW applies principles of challenge- and case-based learning (e.g., Reinmann, 2016) by using authentic, practice-related tasks to promote the understanding of abstract theoretical concepts—such as feedback mechanisms in motor learning or video-based performance analysis (Hossner & Künzell, 2022). The practical components are co-designed and delivered by Master’s students, who receive targeted pedagogical preparation in an accompanying course. The contribution reports on the course structure, its implementation, and the results of a multi-stage evaluation comprising standardised questionnaires, qualitative online surveys, and a focus group interview. The findings indicate high perceived value and motivational potential, while also revealing areas for improvement—particularly with regard to the provision of content-aligned feedback on weekly assignments. Based on these insights, several concrete revision measures are under consideration, including the introduction of peer-feedback formats, the enhanced involvement of Master’s students in the teaching process, and a more coherent curricular integration of the course components.

In higher education, one of the key principles for learning is the use of concrete examples (e.g., Weinstein et al., 2019), which is situated within the framework of contextual teaching and learning (Johnson, 2002). In short, contextual learning emphasizes linking academic content to real-world contexts to enhance, among others, motivation and knowledge transfer through authentic, practice-oriented tasks (e.g., Nugent et al., 2019). Several problem-oriented approaches, including challenge-based and case-based learning, have been suggested as possible teaching strategies (e.g., Reinmann, 2016). Such pedagogical approaches are of particular relevance in sport science, as they address the long-standing challenge of integrating practical and methodological components into theoretical courses, thus supporting competency-based learning. In this symposium, we will elaborate on this aspect by presenting selected teaching cases from two different universities to stimulate discussion within the community, particularly in light of the ongoing revision of the Kerncurriculum Sportwissenschaft Schweiz.

A mastery of scientific process skills is a crucial foundation for developing scientific thinking and supporting 21st-century learning. This study employs a Systematic Literature Review (SLR) to examine the level of science process skills in science learning among primary school students in Malaysia. The SLR process involved four main steps: setting the objectives, searching for articles from databases such as Web of Science (WOS), Pro Quest, and ERIC, selecting relevant studies, and conducting a critical analysis of the findings. A total of 20 articles published between 2020 and 2025 were analyzed. The findings reveal that students’ mastery of basic science process skills is at a moderate level, whereas their integrated science process skills remain low. Although students demonstrated a positive interest in inquiry-based learning activities, several challenges persist, including teachers’ pedagogical constraints, limited teaching resources, and a lack of student-centred approaches. These findings highlight the need for focused intervention strategies that foster the holistic development of science process skills through creative, interactive, and contextual teaching methods. This study provides valuable insights for educators, researchers, and policymakers in designing science education interventions, thereby supporting the transformation of primary school learning towards a more innovative and competitive direction.

Teaching plane geometry often faces challenges due to the abstract nature of geometric concepts, which are often detached from students’ real-life contexts. This study is a development research (Research and Development) using a modified 4D model reduced to 3D (Define, Design, Develop) aimed at producing and testing the validity of a Student Worksheet based on ethnomathematics with Batik Sekundang motifs on plane geometry material oriented toward Contextual Teaching and Learning (CTL). Validation was conducted by two mathematics education experts who assessed the feasibility of content/material, media, and language/readability using a Likert scale instrument. The data were analyzed quantitatively in a descriptive manner using percentage formulas to determine the level of validity. The results showed that the student worksheet obtained a validity percentage of 87.50% in content feasibility (very valid), 80.76% in media (valid), and 87.50% in language (very valid), with an overall average of 85.25%, which falls into the very valid category. Based on these results, the ethnomathematics-based student worksheet with Batik Sekundang motifs is declared suitable to be used as a supporting teaching material for contextual and meaningful plane geometry learning for students in South Bengkulu.

Differentiated learning is an instructional approach that accommodates the diversity of students’ characteristics and learning needs in the classroom. However, each educational institution has different characteristics, making further analysis necessary to examine how differentiated learning is implemented at SDN 1 Pagar Air, Aceh Besar. This study aims to analyze the implementation of differentiated learning in the IPAS subject for Grade VI on the topic of the skeletal system, joints, and muscles at SDN 1 Pagar Air, Aceh Besar. This research employs a qualitative approach with a descriptive research design. The research subjects consist of the teacher and Grade VI students, while the focus of the study is on the planning and implementation of differentiated learning. Data were collected through classroom observations, teacher interviews, and analysis of instructional modules. The data were analyzed by examining and connecting findings from the three data sources to obtain a comprehensive description of instructional practices. The results of the study indicate that differentiated instruction was implemented beginning with the mapping of students’ characteristics, learning needs, and learning style tendencies, which served as the basis for developing instructional materials and selecting learning media. In practice, content differentiation was reflected in the use of varied learning media aligned with students’ learning styles, although the same learning material was still provided to all students. Process differentiation was implemented through the use of varied teaching methods, learning activities, and differentiated guidance based on students’ needs, while product differentiation was realized by allowing students to demonstrate their learning outcomes through different products while maintaining the same learning objectives. It can be concluded that the implementation of differentiated instruction reflects contextual teaching practices that accommodate student diversity and support the achievement of learning objectives.

This study investigates the application of the Contextual Teaching and Learning (CTL) approach to Islamic Religious Education instruction at State Special School 1 Lebong, with a focus on how contextual strategies can bridge the gap between religious material and the real experiences of students with special needs. The research methodology adopts a qualitative paradigm with a descriptive-interpretive design. Triangulation data gathering methods include academic documentation reviews, in-depth interviews with educational stakeholders, and structured participatory observation. To produce accurate and trustworthy results, data analysis employs Miles and Huberman's interactive model, which comprises the phases of data reduction, data presentation, and conclusion drafting. The study's conclusions showed that the CTL approach in Islamic Religious Education (PAI) instruction at SLBN 1 Lebong was operationalized through seven fundamental pillars: constructivism, investigation, and questioning, learning community, modeling, reflection, and authentic assessment. Teachers designed learning differentiation by adjusting the complexity of the material, utilizing multisensory media, and providing individual scaffolding that was responsive to the specific characteristics and obstacles of each student. Significant findings indicate that the CTL approach not only improved students' cognitive competence in understanding fundamental concepts of Islamic teachings but also optimized their active involvement in the learning process.

This study aims to analyze the implementation of Contextual Teaching and Learning (CTL) in forming students’ social attitudes in Social Studies learning at SMPN 1 Gedangan. This research employed a qualitative descriptive approach. Data were collected through classroom observations, interviews with Social Studies teachers and students, and documentation of learning activities. The research focused on Social Studies learning with the theme of Indonesian Societal Diversity, which was implemented based on the Merdeka Curriculum using teaching modules as the main instructional reference. The findings indicate that the implementation of CTL played an important role in developing students’ social attitudes, including cooperation, responsibility, tolerance, empathy, and self-confidence. These attitudes emerged through learning activities that emphasized real-life contexts, group discussions, collaborative problem-solving, and reflective learning. Students actively participated in learning processes that encouraged interaction and the exchange of ideas, enabling them to internalize social values through meaningful experiences. The formation of students’ social attitudes was influenced by the quality of social interaction, teacher facilitation, and a supportive classroom environment. Learning activities connected to students’ daily lives allowed them to better understand social values and apply them in everyday interactions. The study concludes that Contextual Teaching and Learning is an effective pedagogical approach for integrating academic learning with the development of social attitudes through authentic and interaction-based learning experiences in Social Studies education.

The implementation of deep learning approaches in Early Childhood Education (ECE) demands comprehensive readiness, particularly regarding teachers’ mindsets. However, limited research has examined how growth and Fixed mindsets influence pedagogical transformation in marginal areas such as Indonesia’s 3T regions (frontier, outermost, underdeveloped). This study aims to explore how teachers’ mindsets shape their responses to pedagogical innovation and how reflective thinking on mindset enhances meaningful and contextual learning. This study employed a descriptive qualitative approach through in-depth interviews and focus group discussions with 12 participants (teachers, headteachers, and school supervisors) across 13 districts in the 3T regions of East Nusa Tenggara. Data were analysed thematically using an inductive approach based on mindset framework. This study is limited by its geographical scope and small sample size. However, the findings hold significant implications for teacher training policies and the development of reflective learning communities in marginal contexts. Growth mindset emerged as a crucial psychosocial asset enabling contextual teaching practices, whereas Fixed mindset was identified both as a barrier and as an adaptive response to systemic limitations. This study highlights teacher mindset as a systemic issue in 3T contexts and offers new contributions to the implementation of deep learning Iapproaches in early childhood education

Introduction Effective teaching plays an important role in improving students’ learning outcomes. Unfortunately, research on factors influencing special education teachers’ effective teaching remains lacking. This study aimed to examine the extent to which perceived personal and school-related contextual factors influence effective teaching practices. Methods The study utilized data from a survey involving 311 special education teachers in Malaysian secondary schools to construct structural equation models of the interplay between the teachers’ personal factors, contextual factors, and teaching effectiveness. Data were analyzed using Structural Equation Modelling (SEM). This study also validated the mediation testing by utilizing a resampling procedure known as a bootstrapping method. Results The findings indicated that contextual factors significantly influence the teachers’ beliefs, knowledge, self-efficacy, and attitudes. Specifically, beliefs and knowledge were also found to significantly and directly influence effective teaching practices, as well as serve as full mediators between contextual factors and effective teaching practices. Discussion Hence, this study highlights the need for professional development programs emphasizing teachers’ beliefs and knowledge, particularly to improve effective teaching practices among special education teachers.

Mastery of parts of speech is a fundamental aspect of English grammar that supports students’ ability to construct accurate and meaningful sentences. Despite its importance, many senior high school students still struggle to differentiate word functions and apply them correctly in writing, which creates a gap between the theoretical knowledge of grammar and its practical use in classroom learning. This study aims to analyze the mastery of the eight parts of speech—noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection—among Grade 10 students of SMA Negeri 5 Pematangsiantar. The research employed a descriptive quantitative design with 35 students from class X-3 as participants, selected purposively because they had received basic grammar instruction. Data were collected through a 24-item essay test requiring students to identify and analyze words within sentences. The findings revealed that the overall mean score was 68.14, which falls into the Good category. The highest mastery was found in Adjectives (91.4), Prepositions (88.6), and Nouns (81.4), while the lowest mastery occurred in Verbs (50.0) and Adverbs (50.0). Furthermore, frequency distribution indicated that 42.86% of the students still performed poorly. These results suggest that while some students have strong mastery, many continue to face difficulties, particularly in functional categories such as verbs and adverbs. The study concludes that more contextual and practice-oriented teaching strategies are required to strengthen students’ grammar skills and overall English proficiency.

Low physics learning outcomes in high school are often caused by teacher-centered learning that does not relate the material to real life or local culture. This study aims to determine the effect of the contextual teaching and learning (CTL) model based on local wisdom on the physics learning outcomes of students at SMAN 8 Banda Aceh. The population of this study was all 10th grade IPAS students, using random sampling. Grade X IPAS 2 became the research sample. Data were collected through learning outcome tests and observations. Data analysis used normality tests (Shapiro Wilk), N-Gain tests, and t-tests (paired sample tests). The average pretest score was 23.1, while the average posttest score was 83.83. Furthermore, the results of the hypothesis test using the t-test showed that tcount ≥ ttable (5.45 ≥ 1.699) (α = 0.05), so it was concluded that the contextual teaching and learning (CTL) model based on local wisdom had a significant effect on improving students’ physics learning outcomes. Observations of the implementation of the first meeting reached 88.812 and the second meeting reached 88.49, indicating that students were more motivated and understood the concepts better. Thus, contextual teaching and learning (CTL) based on local wisdom effectively improves students’ physics learning outcomes.

This study aims to analyze the need for interactive digital media based on the Contextual Teaching and Learning (CTL) model in narrative text learning at the elementary school level. The research employed a qualitative approach using a case study design to obtain an in-depth understanding of students’ and teachers’ learning needs. Data were collected through interviews, questionnaires, and documentation involving fourth-grade teachers and students at SDN 3 Puyoh. The findings indicate that students show a strong preference for learning activities that involve observation, discussion, and reflection, with full agreement on the importance of contextual and interactive learning experiences. These activities align with the core principles of CTL, which emphasize active engagement, real-life connections, and collaborative learning. The integration of interactive digital media was found to enhance students’ understanding of narrative elements, increase learning motivation, and reduce learning boredom. This study concludes that interactive digital media based on CTL is not merely an alternative instructional tool, but a pedagogical necessity to support meaningful, relevant, and student-centered narrative text learning in elementary schools.

This study aims to analyze trends in the implementation of the Guided Inquiry model in improving students’ scientific reasoning skills. The study employed a Systematic Literature Review approach by examining 20 articles published between 2020 and 2025. The screening and eligibility processes were conducted to ensure the relevance, quality, and alignment of the selected articles with the research focus. The findings indicate that Guided Inquiry is consistently effective in enhancing students’ scientific reasoning skills at both junior and senior high school levels, particularly when combined with the Contextual Teaching and Learning (CTL) approach. The most frequently used research method was a quasi-experimental design with pre-test and post-test, allowing for empirical assessment of changes in students’ reasoning abilities. Bibliometric analysis further revealed that although the primary focus of this review is scientific reasoning, the most dominant keyword in the publications was critical thinking skills, indicating that measurements of critical thinking are more commonly conducted than those of scientific reasoning.

Field study activities are an important part of experiential learning in teacher education. This study aims to examine the impact of field study activities on teaching module development and teacher competence. The research employed a qualitative descriptive approach involving graduate students and teachers participating in field study programs. Data were collected through observation, interviews, and document analysis of teaching modules. The findings indicate that field study activities positively influence the development of contextual teaching modules and enhance teachers’ pedagogical, professional, and social competences. The study concludes that field study activities support continuous professional development and improve instructional practices. These findings provide practical implications for teacher education programs.

This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) instructional strategy in the Al-Qur’an and Hadith subject for Grade IX Science B at Madrasah Aliyah Negeri 1 Medan and to identify its effects on students’ activeness, motivation, and understanding. The study adopts a qualitative approach using a phenomenological research design. Data were collected through direct classroom observations of the learning process, interviews with the Al-Qur’an and Hadith teacher and students, and document analysis. Data credibility was ensured through prolonged engagement, persistent observation, negative case analysis, and triangulation of sources and techniques. The findings indicate that the implementation of the CTL strategy has a positive impact on the learning process. Students appeared more active, enthusiastic, and engaged in discussions, question-and-answer sessions, and group presentations. Learning became more meaningful as the material on halal and thayyib food was connected to students’ real-life experiences, such as the types of food they consume in their daily lives. The CTL strategy also contributed to enhancing students’ learning motivation and critical thinking skills. Although some challenges were identified, such as a few students’ limited participation, overall the CTL strategy was successful in creating an active, collaborative, and real-life–relevant learning environment for students.

Elementary education requires coherent integration of learning theories, subject-specific teaching methods, and sound assessment practices to support students’ holistic development. This study aims to examine the implementation of learning theories and instructional methods across multiple subject areas, including basic legal awareness, listening skills in language learning, mathematics learning methodology, elementary school mathematics, educational assessment, and educational evaluation. The research employed a descriptive qualitative approach and was conducted at SD Negeri No. 101390 Batang Pane-I, Desa Batang Pane-I. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation analysis. The findings indicate that student-centered and contextual teaching methods grounded in constructivist learning theory enhance student engagement and conceptual understanding across subjects. Moreover, formative assessment and reflective evaluation practices play a crucial role in improving instructional quality and learning outcomes. The study highlights the importance of integrating pedagogical theory, subject methodology, and assessment as a unified framework for effective elementary education.