The Effect of TPACK-Based Contextual Teaching and Learning Model on Student Learning Outcomes
The Effect of TPACK-Based Contextual Teaching and Learning Model on Student Learning Outcomes

Summary/Abstract: Background/purpose. Social studies learning outcomes for fourthgrade pupils at Al-Hikmah Islamic Elementary School, Simpar Poncokusumo Malang, East Java, Indonesia, remain poor. Teachers' continued use of the traditional lecture technique and a single learning resource is the reason for the poor learning outcomes. Additionally, technology has not been used in the educational process. The researchers employed the Contextual Teaching and Learning (CTL) learning model to help these pupils perform better. Applying the Contextual Teaching and Learning (CTL) approach in conjunction with Technological Pedagogical Content Knowledge (TPACK) is the goal of this project. Materials/methods. This study employed a nonequivalent control group design and a quasi-experimental research paradigm. Two groups participated in the study: one was taught using the TPACK-based CTL model as an experimental group, and the other was taught using traditional techniques. To ascertain the impact of the intervention on student learning outcomes, statistical tests were used to examine the data. Results. The findings of the t-test performed by researchers utilizing the SPSS program provide evidence of this. According to the criteria for drawing conclusions, if the significance value is less than the significance level, then Ha is accepted and H0 is rejected in the cognitive learning outcomes, which had a significant value of 0.004

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