CONTEXTUAL LEARNING MODEL FOR IMPROVING LITERACY AND NUMERACY IN COASTAL PRIMARY SCHOOLS
DOI:
https://doi.org/10.24252/auladuna.v13i1a2.2026Keywords:
Literacy, Numeracy, contextual learning, Coastal SchoolsAbstract
Low literacy and numeracy scores at SDN 021 Galang require concrete intervention. This study aims to examine the impact of implementing a contextual learning model on students' literacy and numeracy skills at SDN 021 Galang. This study employed an experimental design with a pretest and posttest control group involving a sample of 14 students. The instruments consisted of literacy and numeracy tests validated by experts. Data analysis was conducted using normality testing and a paired-samples t-test. The results revealed significant improvements in literacy and numeracy following the implementation of contextual learning strategies, including extensive reading, reading corners, storytelling, numeracy snakes and ladders, and outdoor learning. Compared to conventional learning, the contextual learning model proved more effective in building foundational skills through approaches relevant to students' daily lives. This model not only impacts academic achievement but also enhances students' motivation, engagement, and learning independence in resource-limited environments.
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