INTEGRASI CONTEXTUAL TEACHING AND LEARNING DAN MEANINGFUL LEARNING DALAM PEMBELAJARAN SEKOLAH DASAR: KAJIAN LITERATUR SISTEMATIS
DOI:
https://doi.org/10.51878/learning.v6i3.10631Keywords:
Kata Kunci: Pembelajaran kontekstual, Meaningful learning, Sekolah dasarAbstract
This study aims to analyze the integration of the Contextual Teaching and Learning (CTL) model and meaningful learning in primary education through a Systematic Literature Review (SLR). The study is driven by the need for instructional approaches that connect academic concepts with students’ real-life experiences and promote deeper understanding. The data were collected from scientific articles published between 2021 and 2025, indexed in SINTA and Google Scholar, using predetermined inclusion and exclusion criteria. The analysis was conducted through identification, selection, evaluation, and thematic synthesis of relevant literature. The findings reveal that the integration of CTL and meaningful learning forms a systematic learning pattern consisting of contextualization, concept exploration, reflection, and real-life application. This approach not only enhances students’ active engagement but also strengthens knowledge construction through meaningful experiences. In addition, the teacher’s role shifts toward a facilitator who supports reflective and contextual learning processes. The findings are theoretically aligned with the principles of meaningful learning proposed by David Ausubel and practically support the implementation of student-centered learning in the Merdeka Curriculum. Therefore, the integration of these approaches can serve as a strategic alternative to improve the quality of learning in primary education.
ABSTRAK
Penelitian ini bertujuan untuk menganalisis integrasi model Contextual Teaching and Learning (CTL) dan meaningful learning dalam pembelajaran sekolah dasar melalui pendekatan Systematic Literature Review (SLR). Kajian ini dilatarbelakangi oleh kebutuhan akan pembelajaran yang mampu menghubungkan konsep akademik dengan pengalaman nyata siswa serta membangun pemahaman yang lebih mendalam. Data diperoleh dari artikel ilmiah yang dipublikasikan pada periode 2021–2025 dan terindeks SINTA serta Google Scholar dengan menggunakan kriteria inklusi dan eksklusi yang telah ditetapkan. Proses analisis dilakukan melalui tahapan identifikasi, seleksi, evaluasi, dan sintesis literatur secara tematik. Hasil kajian menunjukkan bahwa integrasi CTL dan meaningful learning membentuk suatu pola pembelajaran yang sistematis melalui tahapan pengaitan konteks, eksplorasi konsep, refleksi, dan aplikasi dalam situasi nyata. Pendekatan ini tidak hanya mendorong keterlibatan aktif siswa, tetapi juga memperkuat konstruksi pengetahuan melalui pengalaman yang relevan. Selain itu, peran guru berkembang sebagai fasilitator yang mengarahkan proses belajar secara reflektif dan kontekstual. Secara teoretis, temuan ini sejalan dengan konsep pembelajaran bermakna yang dikemukakan oleh David Ausubel, sedangkan secara praktis mendukung implementasi pembelajaran berpusat pada siswa dalam Kurikulum Merdeka. Oleh karena itu, integrasi kedua pendekatan ini dapat menjadi alternatif strategis dalam mengembangkan pembelajaran yang lebih kontekstual dan bermakna di sekolah dasar.
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