Contextual Learning: Innovative Approach towards the Development of Students’ Scientific Attitude and Natural Science Performance

Kamisah Osman,Evi Suryawati

doi:10.12973/ejmste/79329

Abstract

This study is specifically designed to measure the effectiveness of Contextual Teaching and Learning (CTL) on the students’ scientific attitude and achievement in Natural Science among Junior school students in Pekanbaru, Indonesia. This quasi experiment involved some 215 Form VII students from three public schools, segregated based on their existing cognitive abilities. The CTL materials was developed by applying RANGKA strategy. Overall, the findings revealed that there is significant difference exist across experimental groups in terms of students’ achievement. However, there is no significant difference in terms of scientific attitude. These findings contribute significant implications for the enhancement of scientific thinking skills among various students’ capabilities and different categories of school. Contextual teaching strategy is found appropriate in achieving the above dimensions in heterogeneous schools. This is due to the fact that the RANGKA contextual learning strategy as developed in this study focuses on the right way for students to learn.

Highlights

History of the civilization development has witnessed that science knowledge is needed in our everyday life to fulfill humans’ needs through the solution of the identified problems
This study is designed to measure the effectiveness of Contextual Teaching and Learning (CTL) on the students’ scientific attitude and achievement in Natural Science among Junior school students in Pekanbaru, Indonesia
This is due to the fact that the RANGKA contextual learning strategy as developed in this study focuses on the right way for students to learn

Summary

Introduction

History of the civilization development has witnessed that science knowledge is needed in our everyday life to fulfill humans’ needs through the solution of the identified problems. The Lower Secondary School students are between the aged of 11 to 15 years, students at this level of development are at the format operations stage as according to Piaget (1966). Students at this level are capable to perform logical operations wisely though firmly based on a limited learning experience. They are connected with hypothetical problems and are able to think logically. With respect to the development of Lower Secondary School students, teachers should apply a variety of learning strategies to ensure that the students’ cognitive skills are developed effectively

Methods

Findings

Discussion

Conclusion