USING CONTEXTUAL TEACHING-LEARNING FOR ENHANCE COMPETENCY, STUDENT ACHIEVEMENT AND LEARNING OUTCOME IN DEVELOPING THE ACCOUNTING INFORMATION SYSTEM IN INDONESIA

Abstract

This study aimed to investigate the effectiveness of the contextual teaching-learning method in
enhancing students' competency, achievement, and learning outcomes in developing accounting information
systems in Indonesia. The research utilized a quantitative approach in the form of a questionnaire distributed
to 200 students, and data obtained were analyzed using Partial Lease Square (PLS) statistics. The results
showed that the contextual teaching-learning approach improved learning achievement, knowledge
development, analysis, problem-solving, modern learning techniques, learning collaboration, and competence
of all students. The findings of this research provide new theoretical and practical results in contextual learning
and advance the reform of contextual learning. The study also discussed the principles and steps involved in
implementing contextual teaching-learning, which includes formulating the problem, developing a hypothesis,
testing tentative answers, drawing conclusions, and applying conclusions and generalizations. The conclusion
highlights how the contextual teaching-learning approach improves student learning outcomes and fosters
active and creative learning, transforming teacher-oriented learning to student-oriented. The limitations and
recommendations section identified the need for further research to add samples in different subjects to
generalize the results of this study. Overall, this research concludes that contextual teaching-learning is an
effective approach in improving learning achievement, student competence, and learning outcomes in
accounting information systems courses at the State Polytechnic of Malang in Indonesia