Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pembelajaran
Nurpita Damayanti
Universitas Muhammadiyah Sidenreng Rappang
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Pembelajaran Berbasis Konteks dalam Meningkatkan Kualitas Proses dan Hasil Belajar: Kajian Literatur Sistematis Suardi Zain; Suhartini Khalik; Damayanti Trisnasari; Nurpita Damayanti; Muhammad Ardi
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 4 (2026): Oktober 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i4.7994

Abstract

Context-based learning, or Contextual Teaching and Learning (CTL), is a pedagogical approach emphasizing the connection between learning materials and the lived experiences of students. Although research on CTL continues to grow, comprehensive reviews integrating its conceptual foundations, implementation strategies, and outcomes remain limited. This article aims to analyze in depth the foundational concepts, implementation strategies, and the impact of CTL on the quality of learning processes and student outcomes. A systematic literature review was conducted on 20 scholarly sources including indexed journal articles published between 2020 and 2025, collected through Google Scholar, Scopus, and ERIC. The analysis followed systematic steps: identification, inclusion-exclusion screening, quality appraisal, and integrative thematic synthesis. Findings indicate that CTL consistently contributes positively to: (1) an average improvement in cognitive learning outcomes of 18.4 to 23.5 percent; (2) strengthening of students' critical thinking skills (effect size d > 0.80); (3) increased intrinsic motivation and active engagement in learning; and (4) development of communication and collaboration competencies. The effectiveness of CTL is significantly influenced by the quality of instructional design, teachers' pedagogical competence, and the availability of supportive learning environments.
Co-Authors Khalik, Suhartini Muhammad Ardi Suardi Zain, Suardi Trisnasari, Damayanti