Bringing the Real World into First Grade: Meaningful Based Learning Innovation to Improve Student Learning Outcomes
DOI:
https://doi.org/10.22460/pej.v10i2.7013Keywords:
Classroom Action Research, First Grade, Learning Outcomes, Meaningful Learning, Real-World ContextAbstract
A persistent challenge in first-grade education is the disconnect between abstract curricular content and the concrete cognitive world of young learners, often leading to disengagement and superficial learning outcomes. Objective: This study aimed to design, implement, and evaluate a pedagogical innovation based on Meaningful Learning theory to improve student learning outcomes by systematically integrating real-world contexts into the first-grade curriculum. Employing a Classroom Action Research (CAR) design across two cycles, the study was conducted with 24 first-grade students. The intervention involved thematic, real-world learning modules (e.g., a class market, a garden project). Data were collected through learning outcome tests, structured observations, student interviews, and portfolio analysis, and were analyzed using mixed-methods (descriptive/inferential statistics and thematic analysis). The intervention yielded a statistically significant improvement in learning outcomes, with the mean test score increasing from 68.5 (pre-cycle) to 83.7 (post-cycle). Qualitative findings revealed a substantial increase in student engagement, collaborative problem-solving, and the ability to articulate the relevance of learned concepts. The iterative CAR process allowed for targeted refinements, enhancing the intervention's effectiveness in the second cycle. The findings conclusively demonstrate that a Meaningful Based Learning approach, which anchors academic instruction in authentic, real-world experiences, is highly effective in enhancing both cognitive and affective learning outcomes for first-grade students. This study provides a practical model for teachers to make learning more relevant and impactful in early primary education.
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