INTEGRATING CONTEXTUAL TEACHING AND PROBLEM-BASED LEARNING TO ENHANCE STUDENTS’ ECONOMICS LEARNING OUTCOMES: A CLASSROOM ACTION RESEARCH

Abstract

Phenomenon/Issue: Economics learning at SMAN 13 Surabaya still faces serious challenges in the form of a dominant teacher-centered lecture method, low student engagement in the learning process, and unsatisfactory cognitive learning outcomes for 11th-grade students. On the other hand, the Independent Curriculum demands the use of more contextual, creative, and student-centered learning methods.

Purpose: The purpose of this study is to improve economics learning practices and student learning outcomes through the iterative implementation of CTL integrated with PBL in a classroom action research process.

Novelty: The novelty of this study lies in examining how the contextualization mechanism of CTL and the problem-driven inquiry of PBL can be integrated systematically to improve economics learning practices through classroom action cycles.

Research Methods: The research applied in this study is classroom action research (CAR). CAR is a kind of study that enhances student learning outcomes in the classroom by utilizing a variety of learning development strategies.

Results: The research showed that teachers were able to implement this learning model effectively. Furthermore, student activity showed a descriptive increase from the first to the second cycle. These findings indicate that the CTL model integrated with PBL could be implemented progressively to support improvements in the economics learning process across classroom action cycles.

Research Contributions: The implementation of the learning model successfully increased student engagement during the learning process, received excellent responses from students, and improved their cognitive learning abilities in understanding material on monetary policy and fiscal policy