The Effect of Contextual Learning Using Tallu Lolona-Based Explanatory Texts on the Comprehension of Explanatory Texts Among Sixth-Grade Students at Sdn 6 Mengkendek

This study aims to analyze the effect of contextual learning through Tallu Lolona-based explanatory texts on the comprehension of explanatory texts among sixth-grade students at SDN 6 Mengkendek. The study employed a comparative quantitative approach with two groups: an experimental class and a control class. Data were collected from observation sheets on explanatory text comprehension, which included 14 indicators, such as the relevance of the material to daily experiences, the ability to connect the text to real-world phenomena, identification of text structure, explanation of cause-and-effect relationships, understanding of the Tallu Lolona concept, text analysis, and reflection. The research subjects consisted of 11 students in the experimental class and 10 students in the control class. The analysis results showed that the average score for the experimental class reached 82.14%, while that of the control class was 44.11%. The average difference of 38.04 points indicates a strong advantage for the group that received contextual learning. An independent t-test revealed a highly significant difference (p < 0.001). These findings indicate that Tallu Lolona-based contextual learning effectively enhances students’ comprehension of explanatory texts while strengthening their connection to local cultural values. Implicitly, Indonesian language instruction in elementary schools should be designed to be meaningful, contextual, and rooted in local wisdom.