The effect of TPACK-based contextual teaching and learning model on student learning outcomes

Susilawati, Samsul ORCID: https://orcid.org/0000-0002-8312-8151, Supriyatno, Triyo ORCID: https://orcid.org/0000-0002-6833-4555, Yasin, Ahmad Fatah, Chakim, Abdulloh and Putri, Candra Avista (2025) The effect of TPACK-based contextual teaching and learning model on student learning outcomes. Educational Process: International Journal, 16 (1). pp. 1-18. ISSN 2564-8020

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Abstract

Background/purpose. Social studies learning outcomes for fourth-grade pupils at Al-Hikmah Islamic Elementary School, Simpar Poncokusumo Malang, East Java, Indonesia, remain poor. Teachers' continued use of the traditional lecture technique and a single learning resource is the reason for the poor learning outcomes. Additionally, technology has not been used in the educational process. The researchers employed the Contextual Teaching and Learning (CTL) learning model to help these pupils perform better. Applying the Contextual Teaching and Learning (CTL) approach in conjunction with Technological Pedagogical Content Knowledge (TPACK) is the goal of this project.

Materials/methods. This study employed a nonequivalent control group design and a quasi-experimental research paradigm. Two groups participated in the study: one was taught using the TPACK-based CTL model as an experimental group, and the other was taught using traditional techniques. To ascertain the impact of the intervention on student learning outcomes, statistical tests were used to examine the data.

Results. The findings of the t-test performed by researchers utilizing the SPSS program provide evidence of this. According to the criteria for drawing conclusions, if the significance value is less than the significance level, then Ha is accepted and H0 is rejected in the cognitive learning outcomes, which had a significant value of 0.004 <0.05. The study's findings indicated that the TPACK-based CTL learning paradigm impacted class IV social studies learning outcomes.

Conclusion. It can be concluded that the TPACK-based CTL learning model has an effect on social studies cognitive learning outcomes in class IV. In CTL learning based on Technological Pedagogical Content Knowledge (TPACK), the teacher reaps many benefits: students can be creative and active, think critically, can follow the technology used by educators, learning is easier, can solve problems, and material can be understood by students well

Item Type:	Journal Article
Keywords:	TPACK; CTL; learning outcomes
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Teacher Education for Islamic Primary Schools
Depositing User:	Samsul Susilawati
Date Deposited:	30 Jun 2025 13:25

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