Pembelajaran Berbasis Konteks dalam Meningkatkan Kualitas Proses dan Hasil Belajar: Kajian Literatur Sistematis
DOI:
https://doi.org/10.54259/diajar.v5i4.7994Keywords:
Contextual Teaching, Learning Outcomes, Critical Thinking, Systematic Review, 21st Century EducationAbstract
Context-based learning, or Contextual Teaching and Learning (CTL), is a pedagogical approach emphasizing the connection between learning materials and the lived experiences of students. Although research on CTL continues to grow, comprehensive reviews integrating its conceptual foundations, implementation strategies, and outcomes remain limited. This article aims to analyze in depth the foundational concepts, implementation strategies, and the impact of CTL on the quality of learning processes and student outcomes. A systematic literature review was conducted on 20 scholarly sources including indexed journal articles published between 2020 and 2025, collected through Google Scholar, Scopus, and ERIC. The analysis followed systematic steps: identification, inclusion-exclusion screening, quality appraisal, and integrative thematic synthesis. Findings indicate that CTL consistently contributes positively to: (1) an average improvement in cognitive learning outcomes of 18.4 to 23.5 percent; (2) strengthening of students' critical thinking skills (effect size d > 0.80); (3) increased intrinsic motivation and active engagement in learning; and (4) development of communication and collaboration competencies. The effectiveness of CTL is significantly influenced by the quality of instructional design, teachers' pedagogical competence, and the availability of supportive learning environments.
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