Implementation of Contextual Learning Approach to Enhance Collaboration and Learning Outcomes in Critical Thinking Course Among Medical Students at Universitas Negeri Makassar

Faisal Najamuddin; Retyana Wahrini; Nurul Mukhlisah

doi:10.59890/ijetr.v3i3.197

Authors

Faisal Najamuddin Universitas Negeri Makassar
Retyana Wahrini Universitas Negeri Makassar
Nurul Mukhlisah Universitas Negeri Makassar

DOI:

https://doi.org/10.59890/ijetr.v3i3.197

Keywords:

Contextual Learning, Critical Thinking, Collaboration Skills, Medical Education, Learning Outcomes, Action Research

Abstract

Critical thinking is an essential competency for medical students, yet traditional lecture-based approaches often fail to promote active collaboration and deep learning. Contextual learning offers a student-centered approach that connects academic content with real-world applications.This study aimed to investigate the effectiveness of contextual learning implementation in improving collaboration skills and learning outcomes in the Critical Thinking course among medical students at Universitas Negeri Makassar. Quantitative data were analyzed using paired t-tests and descriptive statistics, while qualitative data were analyzed thematically. Mean collaboration scores increased from 2.31 (SD=0.52) in the pre-intervention phase to 3.78 (SD=0.41) in Cycle 2 (p<0.001). Learning outcomes showed substantial improvement, with mean scores rising from 65.33 (SD=8.45) at pre-test to 82.67 (SD=6.23) at post-test (p<0.001). The approach's emphasis on real-world problem-solving, collaborative activities, and reflective practice creates an engaging learning environment that promotes both cognitive and social competencies essential for future healthcare professionals.

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