ANALISIS PENERAPAN PENDEKATAN KONSEPTUAL, KONTEKSTUAL,DAN INQUIRY DALAM MENGATASI RENDAHNYA FOKUS DAN DAYA INGAT SISWA PADA PEMBELAJARAN MATEMATIKA KELAS VI SD NEGERI 1 SELUMBUNG

Abstract

This study aims to describe students’ learning focus and memory issues in mathematics learning and to examine the implementation of an integrated approach combining concept development, contextual teaching, and inquiry as an improvement strategy. The study employed a descriptive qualitative approach conducted in a sixth-grade classroom at SD Negeri 1 Selumbung. The subjects consisted of one teacher and students observed during a single learning session. Data were collected through direct observation, field notes, and brief interviews, and analyzed inductively through data reduction, categorization, and interpretation. The findings indicate that learning dominated by conventional teacher-centered approaches tends to be associated with low student engagement, reflected in decreased learning focus and weak memory retention. Students were more likely to recall procedures rather than understand underlying concepts. As a response, the teacher implemented an integrated approach involving concept development, contextual learning, and inquiry within a single instructional sequence. Concept-based learning helped structure students’ understanding, contextual learning increased the relevance of the material to students’ real-life experiences, and inquiry encouraged active engagement through exploration. The integration of these approaches showed a tendency to improve students’ cognitive engagement during learning. This study suggests that more meaningful and varied instructional design has the potential to support improvements in students’ focus and memory in mathematics learning, although the findings are contextual and limited to a single observation.