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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Penelitian dan Penilaian Pendidikan
Suswandari
Universitas Muhammadiyah Prof. DR. HAMKA
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing Student Engagement in Elementary Science and Social Studies Through the Contextual Teaching and Learning Approach: Evidence from a Quasi-Experimental Study Afifa Tsabita Muttaqya; Suswandari
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.100455

Abstract

Student engagement is one of the key factors contributing to successful learning. However, student engagement in Science and Social Studies (IPAS) continues to face several challenges, resulting in learning outcomes that have not yet reached the expected objectives. One effort to address this issue is the implementation of a student-centered instructional approach. This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) approach in improving student engagement. This study employed a quantitative method using a quasi-experimental design with a Nonequivalent Control Group Design. The participants consisted of 54 fifth-grade students at SDN Srengseng Sawah 15, including 28 students in the experimental group and 26 students in the control group. Data were analyzed using the N-Gain, Shapiro–Wilk normality, and Mann–Whitney U tests. The results showed a Mann–Whitney U significance value of 0.000 (p < 0.05), indicating a significant difference in student engagement between the experimental and control groups, with a large effect size (r = 0.67). The experimental group achieved a mean N-Gain score of 0.769 (high) with an effectiveness level of 76.92%, whereas the control group obtained a mean N-Gain score of 0.460 (moderate) with an effectiveness level of 45.99%. These findings indicate that the Contextual Teaching and Learning (CTL) approach is effective in improving student engagement in Science and Social Studies (IPAS).
Efektivitas Pembelajaran Daring pada Mahasiswa Pendidikan Ekonomi UHAMKA di Masa Pandemi COVID 19 Eka Nana Susanti; Suswandari
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 2 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i2.6919

Abstract

Penelitian ini menggunakan model kuantitatif dengan menggunakan metode survei, yang menggunakan media google foom dalam menjaring data yang dibutuhkan. Responden penelitian ini berjumlah 110 mahasiswa, dengan hasil yang tergambar 72% siswa merasa efektif proses pembelajaran yang dilakuka karena dosen teta berusaha membangun proses pembelajaran sesuai dengan rancangan yang telah dibuat meski bertemu dengan tatap maya hal, karena dalam proses pembelajaran daring mahasiswa bisa lebih kreatif dari sisi tekhnologi dan memiliki produktivitas pembelajaran yang berbeda dan memiliki nilai lebih dalam bidang teknologi dan konten pembelajaran. Sedangkan ada 28% mahasiswa yang menggambarkan bahwa proses pembelajaran tidak efektif karena dalam proses penyampaian lebih menarik dan dapat mudah dimengerti saat tatap muka. Sehingga dapat disimpulkan bahawa pembelajaran secara daring pada masa saat ini masih efektif selama masih terbangun proses pembelajaran yang sesuai dengan tujuan pembelajaran.   This study uses a quantitative model using a survey method, which uses Google Foom media to capture the required data. Respondents to this study totaled 110 students, with the results illustrated that 72% of students felt that the learning process was effective because the lecturers still tried to build the learning process according to the design that had been made even though they met face-to-face, because in the online learning process students can be more creative than the technology side and have different learning productivity and have more value in the field of technology and learning content. While there were 28% of students who described that the learning process was not effective because the delivery process was more interesting and could be easily understood face-to-face. So it can be concluded that online learning at this time is still effective as long as the learning process is built according to the learning objectives.
Co-Authors Afifa Tsabita Muttaqya Eka Nana Susanti