THE EFFECT OF THE CONTEXTUAL APPROACH METHOD ON CHILDREN'S SOCIAL BEHAVIOR

Abstract

This qualitative descriptive study investigates the influence of the contextual teaching and learning (CTL) approach on children's social behavior in elementary education. Grounded in the principle that learning is most effective when it is connected to real-life experiences, the CTL method encourages students to relate academic content to their daily lives, fostering deeper engagement and practical application. Conducted at SD Negeri 067243 Medan Selayang, the research employed interviews, observation, and documentation to collect data from fourth-grade classrooms. Findings reveal that contextual approaches significantly enhance students’ interest and participation, promoting more meaningful understanding and social interaction. Teachers reported that students showed increased motivation and social engagement when learning materials were connected to their everyday experiences. However, challenges such as varying levels of student understanding and classroom management during group activities were noted. These were mitigated by forming heterogeneous learning groups and providing teacher guidance throughout collaborative activities. The study concludes that while the contextual approach supports the development of positive social behavior in children, its successful implementation requires adaptive teaching strategies and continuous reflection.