A Systematic Analysis of the Effect of the Contextual Teaching and Learning (CTL) Approach on Improving Critical Thinking Skills in Civics Education at the Elementary School

Abstract

The Contextual Teaching and Learning (CTL) approach has been widely applied in primary school education, particularly to enhance the quality of the learning process by making it more meaningful and contextual. However, previous research has generally focused on improving learning outcomes in a broad sense, whereas systematic studies specifically analyzing the impact of CTL on critical thinking skills within Pancasila and Civic Education (PPKn) lessons in primary schools (SD/MI) remain limited. Therefore, this study aims to systematically analyze research trends, study characteristics, and empirical findings regarding the impact of CTL on students' critical thinking skills in PPKn instruction during the 2021–2026 period. The study employs a Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines. Literature was sourced from Google Scholar and Scopus databases using the Publish or Perish application, then selected and managed through stages of identification, screening, eligibility, and inclusion. Data analysis was conducted using a descriptive-qualitative approach with narrative synthesis to identify patterns of findings across studies. Out of 1,248 identified articles, 10 met the inclusion criteria: research on CTL implementation in PPKn lessons at the primary school level, measurement of critical thinking skills, and publication in indexed scientific journals. The results indicate that the CTL approach has a positive impact on students' critical thinking skills, particularly in the areas of analysis, evaluation, argumentation, and decision-making. Keywords used included Contextual Teaching and Learning (CTL), critical thinking, PPKn instruction, and primary school. Research methodology was dominated by quantitative and experimental approaches, indicating a continued research focus on testing instructional effectiveness. Furthermore, the findings show that implementing CTL through components such as constructivism, inquiry, discussion, and reflection fosters active student engagement and connects PPKn material to real-life contexts. The uniqueness of this study lies in its specific focus on integrating the CTL approach with the development of critical thinking skills within the context of PPKn instruction in primary schools a topic that has rarely been examined systematically. These findings confirm that CTL is not only effective in improving learning outcomes but also plays a significant role in developing students' higher-order thinking skills. Therefore, future research is encouraged to broaden the scope of study, employ more diverse methodologies, and enhance research collaboration to strengthen the development of Civics education (PPKn) oriented towards 21st-century skills.