Enhancing Students' Understanding of Integrated Science and Social Studies (IPAS) through the Contextual Learning Model at MIS Guppi Kancana

Abstract

This Classroom Action Research (CAR) aims to enhance students' understanding of Integrated Science and Social Studies (IPAS) at MIS Guppi Kancana through the application of the Contextual Learning Model. IPAS integrates concepts from science, geography, and social studies, providing students with a holistic understanding of the world around them. Traditional teaching methods often fail to engage students or demonstrate the real-world relevance of these subjects. The Contextual Learning Model addresses this gap by connecting academic content to students' everyday experiences, making learning more relevant and meaningful.

The research was conducted with a group of students at MIS Guppi Kancana during the 2024 academic year. The study followed a cyclical process of planning, action, observation, and reflection. Data was collected through pre- and post-test assessments, classroom observations, and interviews with students and teachers. The objective was to evaluate how the Contextual Learning Model could improve students' engagement, understanding, and critical thinking skills in IPAS.

The findings indicated that the Contextual Learning Model significantly improved students' understanding of IPAS. Students became more actively involved in discussions, demonstrated enhanced problem-solving abilities, and were able to relate academic content to real-life situations. Additionally, the model fostered collaboration and communication among students, helping them build a deeper understanding of the material.

In conclusion, the Contextual Learning Model proved to be an effective teaching strategy for enhancing students' understanding of IPAS at MIS Guppi Kancana. The study suggests that incorporating contextual learning into teaching strategies can further engage students and promote active learning, thereby improving educational outcomes.