The Effectiveness of Contextual Learning Methods on Argumentative Text Writing Skills in Elementary School Students

Abstract

This research examines the effectiveness of contextual learning methods based on cognitive learning theory in improving argumentation writing skills among 6th-grade elementary school students. Grounded in the cognitive constructivism principles of Piaget and Vygotsky's zone of proximal development theory, this study employs a qualitative approach to analyze how students construct argumentative knowledge through contextual experiences. The learning analysis focuses on two main aspects: contextual learning methods and argumentation writing skills. Data was collected through participatory observation, documentation of written portfolios, and semi-structured interviews with students. The results of the study indicate that contextual learning methods aligned with cognitive principles have a positive impact on students' ability to formulate logical arguments, use supporting evidence, and develop coherent text structures. The scaffolding process in contextual learning helps students develop cognitive schemes about argumentation and enhances metacognition while writing. Students show increased motivation and active engagement in the learning process when the material is linked to relevant cognitive real-life experiences. These findings indicate that a contextual approach combined with cognitive learning theory has the potential to be an effective strategy for developing argumentative writing skills at the elementary education level.