The impact of contextual learning grounded in human values on enhancing student motivation and outcomes in social science education

Abstract

This study investigates the discussions surrounding contextual learning grounded in human values. The primary objective is to assess the extent to which contextual learning, informed by human values, impacts social studies learning outcomes, particularly in relation to student motivation. The research employs a quasi-experimental design featuring a post-test-only control group. The sample population consists of 224 fifth-grade students from eight elementary schools, with 102 students selected through random sampling techniques. Data on learning motivation were collected via questionnaires, while learning outcomes were evaluated through multiple-choice assessments. The analysis was conducted using ANOVA A-B (SPSS 17.00) for Windows. There are significant differences in social studies learning outcomes between students engaged in contextual learning based on human values and traditional learning methods; an interaction effect exists between the type of learning applied and the level of student motivation. Among students with high motivation, notable differences in social studies outcomes are observed between those receiving contextual learning and those in conventional settings; for students with low motivation, no significant differences in social studies outcomes are found between the two learning approaches. Contextual learning based on human values improves social studies outcomes for motivated students. Educators should recognize their students' local context and culture and employ innovative methods for impactful learning experiences.