Contextual Learning in the Design of Coastal Areas For Elementary School Students

Abstract

The use of real objects as a source of learning for elementary students is considered appropriate given the concrete stages of intellectual development of children of elementary school students. In this connection, the contextual management of learning that designs the student's environment and its impact on mathematical understanding is comprehensively interesting to study. The purpose of this study is to comprehensively examine the impact of the application of contextual learning in the design of Coastal Coastal Areas (BKPP) on students' mathematical understanding abilities on the topic of fractions. The subjects of this study were fourth grade elementary school students in the coastal area. Research data were collected by tests and analyzed by descriptive and inferential statistics. The results showed that: (1) students who were taught with BKPP contextual learning had better mathematical understanding skills in every aspect of measurement compared to conventional learning; (2) significantly the mathematical understanding ability of students who take contextual learning is better than conventional learning.