CONTEXTUAL TEACHING AND LEARNING AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ISLAMIC RELIGIOUS EDUCATION
Abstract
This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in improving students’ academic achievement in Islamic Religious Education at the senior high school level by employing a quasi-experimental pretest–posttest control group design. Two intact classes were assigned to either CTL-based instruction or conventional teaching. Students’ achievement data were obtained through a validated multiple-choice test and analyzed through independent samples t-test after confirming normality and homogeneity assumptions. The findings revealed a statistically significant difference in posttest scores in which the CTL group gained higher score. These results provide empirical evidence that CTL offers a more meaningful and context-based learning experience, leading to higher academic achievement in Islamic Religious Education. The study contributes practical insights for teachers and curriculum developers by demonstrating the pedagogical value of CTL as an effective instructional alternative in religious education contexts.
Penelitian ini mengkaji efektivitas Contextual Teaching and Learning (CTL) dalam meningkatkan prestasi akademik siswa pada mata pelajaran Pendidikan Agama Islam di tingkat sekolah menengah atas. Dengan menggunakan desain quasi-eksperimental pretest–posttest pada kelompok control dengan metode konvensional, dan kelas eksperimen dengan pengajaran berbasis CTL. Data prestasi siswa diperoleh melalui tes pilihan ganda yang valid dan dianalisis menggunakan uji t sampel independen setelah memastikan asumsi normalitas dan homogenitas terpenuhi. Hasil penelitian menunjukkan perbedaan yang signifikan secara statistik pada skor posttest, dengan kelompok CTL memperoleh skor yang lebih tinggi. Temuan ini memberikan bukti empiris bahwa CTL menawarkan pengalaman belajar yang lebih bermakna dan berbasis konteks, yang berujung pada peningkatan prestasi akademik dalam Pendidikan Agama Islam. Penelitian ini memberikan wawasan praktis bagi guru dan pengembang kurikulum dengan menunjukkan nilai pedagogis CTL sebagai alternatif pengajaran yang efektif dalam konteks pendidikan agama.
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DOI: https://doi.org/10.17509/e.v25i1.95637
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