Differences in Students' Mathematical Communication Ability and Self-Efficacy Between Open Ended and Contextual Learning Approach

Over the last ten years, many studies have discussed the effect of implementing the Realistic Mathematics Education (RME) and Contextual Teaching and Learning (CTL) approaches on students' mathematical communication ability. However, these studies show inconsistent results. This study aims to analyze the effect of implementing the RME learning approach, the effect of implementing the CTL approach, and the difference in the effect of implementing the RME learning approach compared to the CTL approach on students' mathematical communication ability. This research used a quantitative approach with a meta-analysis method. The search for research articles with publication years from 2012 to 2022 was carried out using several databases, namely DOAJ, ERIC, Google Scholar, IOP Publishing, Garuda Portal, Semantic Scholar, and national journals link. Using the PRISMA protocol, the authors obtained 15 research articles on RME and 14 research articles on CTL that met the inclusion criteria and could be used in this study. The results of this study showed that the implementation of the RME learning approach has a moderate influence (g = 0,820) on students' mathematical communication ability, and the implementation of the CTL approach has a strong influence (g = 1,017) on students' mathematical communication ability. There is no significant difference between the effect of the RME learning approach's implementation and the CTL approach's effect on students' mathematical communication ability (Q_value = 2,329, p_value = 0,127). Therefore, the RME and CTL learning approaches can be used as learning alternatives that aim to enhance students' mathematical communication ability.

This research is a pre-experimental study involving an experimental class which aims to determine the effectiveness of learning through the Contextual Teaching and Learning (CTL) Approach in learning mathematics in class VII students of Al Hikmah Integrated Islamic Middle School, Pangkep Regency, 2021/2022 academic year. While the effectiveness of learning is viewed from three aspects, namely: the implementation of learning, classical learning completeness, student activity, and student responses. A learning is said to be effective if at least three of the four aspects above are met, provided that aspects of student activity and classical learning mastery are met. Student scores after learning mathematics through the application of the Contextual Teaching and Learning approach have achieved classical mastery. The average positive student activity is 85.7% and 12.5% negative, this indicates that student activity in learning mathematics through the Contextual Teaching and Learning approach can be said to be active. Student responses to learning the Contextual Teaching and Learning approach can be said to be in accordance with the standards set, namely exceeding 75% of students who gave a positive response. Based on the results of descriptive and inferential analysis, it shows that student learning outcomes before learning the Contextual Teaching and Learning approach are smaller than student learning outcomes after learning the Contextual Teaching and Learning approach, thus learning mathematics through the Contextual Teaching and Learning approach is effectively used on the subject of Algebra in class students VII Al Hikmah Integrated Islamic Middle School, Pangkep Regency.

Self esteem is important in learning mathematics. Self esteem is a part of self-concept that involves students in evaluation and self-assessment. But in fact in mathematics learning, there are still students who have not looked at themselves positively so resulting in students having low self esteem or lack of self confidence. Low self-esteem or lack of self-confidence can be caused by negative experiences that they had before when they studied mathematics. Whereas, self esteem has a positive effect on mathematics learning outcomes of students. There are studies that show a positive correlation between self esteem and mathematics learning achievement. Then the question is: what can a math teacher do to help students develop their self esteem? One of possible way, teachers can help students to develop their self-esteem is by applying contextual teaching and learning approach. Contextual teaching and learning approach is learning that connecting learning subject matter with everyday life. This article will discuss how to develop students’ self esteem in mathematics learning through contextual learning approach.

This study aims to determine the application of early childhood scientific literacy development using one approach, namely the contextual teaching and learning approach. In this study, researchers used descriptive qualitative research methods. Data collection techniques used were observation of children and teachers, interviews, and documentation. The data source was obtained from school data in the form of a list of group B children, the results of observations of children carried out by observing and interviewing group B children and group B teachers and the principal of Tk Al-Ihsan Omben in learning scientific literacy using the Contextual Teaching and Learning approach. The research location is Tk Al-Ihsan, Jl. Jokotole, Omben Village, Omben District, Sampang Regency. The results of the research that has been carried out by researchers in the group b tk al-ihsan, Omben village, Omben sub-district, Sampang district. In conclusion, scientific literacy learning activities with a contextual approach make it easier for children to learn. The results of the study show that using the Contextual Teaching and Learning (CTL) approach in learning scientific literacy is more fun and quickly understood, and cannot be separated from providing an adequate learning climate, as well as learning infrastructure that supports children in carrying out the learning process. One of the approaches used in Al-Ihsan Omben Kindergarten is through the application of the Contextual Teaching and Learning (CTL) approach which, if used, is very appropriate and effective for application to science learning for children in group B of Al-Ihsan Omben Kindergarten, because this approach helps teachers Associating the science material being taught with real-world situations for children, so that it will make learning fun and not boring

This research aims to determine differences in learning outcomes of students who use Realistic Mathematics Learning (PMR) and Contextual Approach (CTL) approaches on the set Material. This research method is quasi experiment with posttest only control design. The sampling technique was used cluster random sampling with 2 experimental classes These are experimental class 1 (the class was treated with the Realistic Mathematics Education (PMR) approach and experimental class 2 (the class was treated with the Contextual Learning (CTL) approach The hypothesis test is used the t-test. The results of the research is found that there were differences between the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach and the student learning outcome in the set material using the Contextual Learning approach (CTL). Because the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach better than the student learning outcome in the set material using the Contextual Learning approach (CTL).

This study aims to determine the effect of the Contextual teaching and learning (CTL) approach with modeling on the mastery of accounting concepts in class XII MA MA NW Keruak. The approach used in this study is a quantitative approach with a quasi-experimental research method that provides treatment to the experimental group, considering that the data in this study do not exist properly, it is necessary to carry out an experiment or treatment to bring up the data. The population in this study were all students of class XII MA NW Keruak with a total sample of 54 students consisting of 2 classes where the experimental class was class XIIa, totaling 29 students, class XIIa. As for the control class, there were 26 students in class XIIb. Data collection techniques using questionnaires/tests, observation and documentation. The results showed that the ability to understand accounting concepts using the contextual teaching and learning (CTL) approach was higher than mastering accounting concepts without using the contextual teaching and learning (CTL) approach with modeling as seen from the average score obtained by students. In this study, the results of the analysis showed that the experimental group achieved a higher average score than the control group. This shows that the use of the contextual teaching and learning (CTL) approach has a positive and significant effect on the mastery of accounting concepts in class XII MA NW Keruak with the rejection rate limit being below or smaller than the t count or 6.28> 2.08 which means shows that there is a significant influence on the mastery of accounting concepts by using a contextual teaching and learning approach.

This study aims to develop teaching materials in the form of modules based on a contextual teaching and learning approach that is valid to use. This study uses the stages of Research and Development that adapts the 4D model which is Define, Design, Development, and Dissemination. The instrument used is a questionnaire validation of teaching materials for material experts, linguists and design experts. The result of developing teaching materials using contextual teaching and learning is the existence of integrated thematic teaching materials by linking Indonesian subjects, Natural Sciences, and has gone through the validation process of material experts, linguists and design experts. Based on the results of the validation of teaching materials using a contextual teaching and learning approach, it is stated that the teaching materials in the form of this module are categorized as valid with the level of validity by the material expert validator of 3.71, the design expert validator of 3.50 and the linguist validator of 3.85 with a very valid category. the results of the assessment of teaching materials in the form of modules using a contextual teaching and learning approach were stated to be very good.

This research is a development research which aims to develop textbooks with a Contextual Teaching and Learning (CTL) approach to teach the creative thinking skills of Pancasila and Citizenship Education for elementary school students. To achieve the research objectives, Lee & Owens development research was carried out using the ADDIE model which includes analyze, design, develop, implement, and evaluate. In accordance with the product development research criteria, it must meet the criteria of validity, practicality and effectiveness. In this paper, a discussion will be carried out regarding the effectiveness of research products whose process is lifted from the evaluation stage of the research activities carried out. The research subjects were 26 students of Class V SD Negeri 200106 Padangsidimpuan. The object is Teaching Material Products that meet the effectiveness criteria. The product development evaluation stage design uses a one group pretest posttest design. Research instruments include Observation Sheets and Tests. Research conducted shows the application of learning to obtain a score of 3.47 which is in the effective category. Achievement of students' creative thinking abilities with a significance value of 0.01 which is smaller than 0.05 and an N-gain of 0.47 which indicates the product being developed is in the medium category. Thus it is concluded that civics education teaching materials with a contextual teaching and learning approach to teach elementary school students' creative thinking skills are effective. Teaching materials with a contextual teaching and learning approach are very supportive in giving directions to students to provide diverse and varied answers as well as unique answers. Besides that, it is found in active student learning, enthusiastic and enthusiastic in participating in the learning process.

The implementation of contextual teaching and learning approach has been widely used in English writing instruction in Indonesia. However, there is still a lack of study exploring the efficacy of applying Contextual Teaching and Learning (CTL) approach to teaching analytical exposition writing. Therefore, the study aims to look into the effects of CTL approach on the achievement of eleventh grade students’ analytical exposition writing skill and students’ perceptions on the advantages and challenges toward learning with the approach. The participants were 35 eleventh grade students with mixed-English ability. The method of study was mixed method research which employed quantitative and qualitative instruments. The quantitative instruments were analytical exposition writing pre-test and post-test, and three questionnaires. In contrast, the qualitative instrument was semi-structured interview. The findings of this study indicate that the contextual teaching and learning approach significantly improves students’ analytical exposition writing skill at the 0.05 level. In addition, students also revealed to have positive perceptions toward the CTL approach as it could provide them to write analytical exposition text with the topic that was relevant to their real-life experience, thus making them to have strong understanding of the topic and good content knowledge. To sum up, this study can provide valuable insights for writing teachers to tailor their instruction and writing lesson in analytical exposition text to align with students’ real-life experiences. As a result, students’ comprehension of the subject matter and its relevance can be greatly improved. Thus, it is advisable that contextual teaching and learning be encouraged to be applied in the classroom to assist students’ improvement in writing analytical exposition texts.

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) approach on improving learning outcomes, learning activeness, and student responses to vibration, wave, and sound materials. This study is a quasi-experiment research with a nonequivalent control group design. The subjects in this study involved all class VIII students at one of the Islamic Junior High Schools in Situbondo Regency, totaling 62 students. The sample in this study was taken using a saturated sampling technique, where 31 class VIII-A students were selected as the experimental group and 31 class VIII-B students were selected as the control group. Data collection instruments used observation sheets, study test sheets, and response questionnaire sheets. The data analysis techniques used in this research are quantitative descriptive data analysis and qualitative data analysis. The observations of learning implementation showed an average of 96.33% and student activity showed an average of 81.88% with each in the very good category. Through the contextual teaching and learning approach, student learning outcomes experienced an increase in the N-gain score of 76.88% or 0.77 in the high category. Student responses to the contextual teaching and learning approach showed an average of 97.09% in the very good category. So, a conclusion can be drawn that the contextual teaching and learning approach improved learning outcomes and student learning activity.

Direction of career planning become very important because it can guidelines students in decisions making of his career in the future. Direction of career planning should be prepared and improved considering that not all students have a mature direction of career planning. Central Statistics Agency (BPS) of West Sumatera in August 2014 recorded the open unemployment of about 6.99% or reach 150 thousand people are more dominated by graduates SMK as much as 11.15%. In addition, the results of AUM umum in one of the SMK was indicated problems in careers and jobs as much to 33.56%. This demonstrates that students do not have a clear understanding about direction of career planning that will be chosen. One of the efforts to improve the students direction of career planning is the information service. This research was intended to find out the effectiveness of information service with contextual teaching and learning approach to improve the direction of career planning student of SMK.This study uses quantitative methods. This type of research is Quasi Experiment with Nonrandomized Control Group Pretest-posttest Design. The subjects were students of SMK Padang Nusatama as an experimental group and the SMK Nasional Padang as a control group. The research instrument used Likert Scale models, and then analyzed using Paired Samples t-test and Independent Sample t-test with SPSS version 17.00.In general the study's findings that information service with contextual teaching and learning approach is effective in improving direction of career planning student of SMK. Specifically: (1) there was a significant differences between direction of career planning in the experimental group before and after the given information service with contextual teaching and learning approach, (2) there was a significant differences between direction of career planning in the control group before and after the given conventional information service, and (3) there was a significant differences between direction of career planning in the experimental group who were information service with contextual teaching and learning approach and those in the control group who were conventional information service.

The Contextual Teaching And Learning approach is a learning concept that helps teachers relate the material taught to students' real-world situations and encourages the knowledge they have with its application in their daily lives. The main objective of this study was to obtain data on physics learning outcomes and to determine the effect of the Contextual Teaching And Learning approach on students' physics learning outcomes in class VIII semester II of SMP Negeri 2 Kutacane. This study was conducted in class VIII semester II of SMP Negeri 2 Kutacane on the subject of Sound. The population of this study was all 200 class VIII students, while the research sample was 40 people. In this study, the normality test of the scores of the student groups who received the Contextual Teaching And Learning approach each obtained a price of L o = 0.1179 , while L = 0.190 and the Direct Instruction learning model (Direct Learning) L o = 0.9871, L = 0.190 means that the two sample groups above come from a normally distributed population. For the F test, the F count value = 4.28 and F table = 18.05 or F count < F table means that both samples are homogeneous. From the calculation results, t count = 5.47 and t table = 1.68 means t count > t table , so the hypothesis is accepted. In other words, the data shows that the learning outcomes of students from the group that received teaching with the Contextual Teaching And Learning approach were better than the learning outcomes given Direct learning.

This study aims to improve student learning outcomes in Islamic religious education learning by using Contextual Teaching and Learning Approach. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were high school students. The data for this study were obtained by test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Contextual Teaching and Learning Approach can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 66.39% and in the second cycle it increased to 89.66%. Thus, the use of Contextual Teaching and Learning Approach can be used as an alternative to improve student learning outcomes in Islamic religious education learning.

This study aims to obtain a picture of improving the ability of mathematical communication on the implementation of learning contextual teaching and learning approach viewed from the level of student learning interest. The method used in this research is an experiment with factorial design 3 x 2. The population is all junior high school students in Karawang regency with the subject of the sample is two classes of X in one of SMP Negeri in Kabupaten Karawang. The first class gets learning with contextual teaching and learning, and the second class gets learning by direct learning. From the research, it can be concluded that there are differences in the mathematical communication ability of the students whose learning using Contextual Teaching and Learning learning with direct learning, there is no difference in the improvement of mathematical communication ability among students who have high, medium and low learning interest, there is an interaction between the learning approach and the level interest in learning to improve the ability of mathematical communication, the implementation of learning using Contextual Teaching and Learning learning has been running with the steps that have been determined, the students' difficulties in completing the problem of understanding and mathematical communication lies in the indicator (a) linking a concept/principle with the concept/principle (b) can apply formulas in simple calculations and work on algorithmic calculations, (c) associate a concept/principle with other concepts/principles.

This study aims to investigate the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach. This study employed a quasi- experimental design with fifty-two eleventh-grade students as participants. The participants were divided into two groups; An experimental group received the CTL approach, and a control group received the conventional way. This study utilized a pre-posttest and perceptional questionnaire. Nonparametric tests (i.e., Mann-Whitney U test and Wilcoxon test) were run to analyze the data in this study. Implementation of the CTL approach through its components positively contributes to teaching narrative writing skills. Meanwhile, the perceptional questionnaires showed that the students' experiment group perceived the implementation of the CTL Approach positively. This study results render teachers’ insight into a practical approach to teaching writing to be able to teach narrative writing. It can be concluded that the students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach have highly positive perception. As recommendation can work at all levels of students’ capability. The implementation of Contextual Teaching and Learning approach can be successful if it is implemented with the appropriate material based on students’ level.