The Impact of the Contextual Teaching and Learning (CTL) Model on Plant Awareness and Cognitive Learning Outcomes of Seventh Grade Students in Plant Classification Material
Contextual Teaching and Learning (CTL) Model on Plant Awareness and Cognitive Learning Outcomes
Abstract
This study aims to evaluate the extent to which the implementation of the Contextual Teaching and Learning (CTL) model influences seventh-grade students’ level of plant awareness and cognitive learning outcomes on the topic of plant classification. A quasi-experimental design was employed, involving 60 students divided into two groups: an experimental group and a control group. The CTL model was applied to the experimental group, while the control group received conventional (lecture-based) instruction. Cognitive learning outcomes were measured using pre-tests and post-tests. A visual perception test, utilizing two stimulus images (one focusing on plants and the other on animals), was used to assess visual awareness of plants. The results showed that the CTL model significantly improved students’ cognitive learning outcomes, as indicated by a moderate N-Gain in the experimental group (0.56), compared to a low gain in the control group (0.24). Moreover, students in the experimental group demonstrated increased plant awareness, particularly in categorizing plants as living organisms and visually identifying plant parts. These findings suggest that the CTL model helps students connect scientific concepts to real-life experiences, thereby enhancing conceptual understanding and awareness of plants in their surroundings.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
