Application of the Contextual Method as an Innovation in Elementary School Social Studies Learning

Abstract

In social studies learning, the content based learning (CTL) approach enables students to understand social concepts in a more practical and relevant way. For example, teachers can invite students to observe community service activities in their neighborhood and discuss the principles involved when discussing the subject of social interaction. Students can be asked to interview vendors at the local market when discussing economic systems to understand buying and selling practices and the economic challenges faced by the community. CTL improves students' understanding, critical thinking skills, and awareness of social issues around them by linking lessons to direct experiences. Teachers act as facilitators and design learning tasks based on real-world problems. Thus, social studies becomes not only a subject to be memorized but also a means of building students' character and social awareness. This method aims to improve all aspects of learning, including cognitive (conceptual understanding and social analysis), affective (attitudes of care, tolerance, and responsibility), psychomotor (observation, interviewing, and presentation skills), and cultural (reinforcement of values of togetherness and local identity). The Merdeka Curriculum and Pancasila Student Profile support CTL, which emphasizes contextual learning, teamwork, and reflection. However, limited time, noncontextual learning resources, and teachers' ability to create activities appropriate to the local situation are issues that hinder its implementation at the elementary school level. As a result, continuous teacher training, flexible teaching tools, and policy support for CTLbased learning innovation in elementary schools are urgently needed.