EFFORTS TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING AT SMP NEGERI 1 BINJAI

This research aimed to find out improvement the students’ ability in wiriting recount text through contextual teaching and learning (CTL) approach at the second grade student of XI Social Science 1 of SMA DHI MAPILLI in academic year of 2018/2019. The method of this research was A Classroom Action Research that consisted of two cycles. One cycle consisted of three meetings. It means that there were six meetings for two cycles. This classroom action research was done at the second grade student of SMA DHI MAPILLI. The subject of this research was XI Socisl Science 1 class in academic year of 2018/2019 by using contextual teaching and learning (CTL) approach. It consisted of 30 students. The implementiation of this research was giving the improvement for the result of the students’ ability in writing recount text through contextual teaching and learning (CTL) approach and the teacher activities in teaching and learning process. The mean scores of writing recount text in the first cycle was 64.13, and after revision in the second cycle, the mean scores became 75.83. the improvement of students’ ability to write recount text through Contextual Teaching and learning (CTL) approach is presenting recount text material at XI Social Science 1 class of SMA DHI MAPILLI. Improves the students’ ability significantly. The mean scores in cycle II is greater than the mean score of test in cycle I (75.83>64.13). the implementation of Contextual Rteaching and Learning (CTL) approach can make the students more active and enthusiast in learning process.

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.

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.

This study aims to describe the increase in learning outcomes after the Contextual Teaching and Learning (CTL) approach is applied to students in class VIII UPT SPF SMP Negeri 1 Sungguminasa. This research is a Classroom Action Research by applying the Contextual Teaching and Learning (CTL) approach to two learning cycles in Biology subject. From the results of research data analysis in the implementation of learning improvements that through the Contextual Teaching and Learning (CTL) approach in Biology subjects in class VIII UPT SPF SMP Negeri 1 Sungguminasa increased. This is evidenced by an increase in student learning outcomes from the first cycle which is in the sufficient category in the second cycle increases and is in the good category. The learning process through the Contextual Teaching and Learning (CTL) approach from the aspects of teachers and students can be seen increasing based on observations made in each cycle. The teacher's teaching activity in cycle I was in the good category, increasing in cycle II to the very good category. Meanwhile, student learning activities in cycle I were in the very poor category, increasing in cycle II in the very good category. Keywords: Biology, CTL Approach

Abstract: Improving Skills and Thematic Learning Outcomes in Fractional Materials Through the Application of the Ctl (Contextual Teaching and Learning) Approach for Class III Students of Public Elementary School Peunyareng, Academic Year 2021/2022. This study aims to improve the Skills and Learning Outcomes of Fractions in Thematic Learning of Grade III students of SD Negeri Perumnas Peunyareng, Academic Year 2021/2022. The model used in this classroom action research is the CTL (Contextual Teaching and Learning) approach. The subjects of this classroom action research are students III of SD Negeri Perumnas Peunyareng, Academic Year 2021/2022. The number of students is 15 students with 10 male students and 5 female students. This classroom action research is carried out in the 2021/2022 Academic Year. This classroom action research is carried out over a period of 3 months, from February 2022 to April 2022 in the even semester. The methodology of this research is classroom action research consisting of two cycles and each cycle consists of two meetings. Each cycle consists of planning, implementing, observing and reflecting. The research procedure consisted of pre research, planning cycle one, implementing cycle one action, observing cycle one, reflecting on cycle one, planning cycle two, implementing cycle two, observing cycle two and reflecting on cycle two. The data collection technique is collecting test scores which are carried out at the end of each learning cycle in each cycle using a question instrument (written test). Observation data is done by looking at the students' skills in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in the mastery of student learning outcomes from 34.78% in the pre-study to 60.86% in the first cycle and increased to 78.26% in the second cycle. Student learning skills have increased from moderate to good category and good category to very good category. The CTL (Contextual Teaching and Learning) approach can improve skills and thematic learning outcomes in fractions of third grade students at SD Negeri Perumnas Peunyareng, Academic Year 2021/2022

This research begins with the low social studies learning outcomes of class IV students at MI Al Bayyinah Dramaga, Bogor Regency, to obtain class IV social studies learning outcomes at MI Al Bayyinah Dramaga, Bogor Regency by using a contextual teaching and learning approach. From the data analyzed, this research uses a contextual teaching and learning approach using research instruments, namely observation, tests, syllabus, lesson plans, teacher observation sheets, student observation sheets, and documents. This research produces data on student learning outcomes in social studies subjects in class IV at MI Al Bayyinah Dramaga, Bogor Regency before the implementation of contextual teaching and learning, showing that around 68% of students scored below the KKM with an average of 47.69% compared to that set at MI which is 65. .00. There are 7 students who reach the KKM standard, while there are 19 students who have not reached the KKM standard. After implementing the contextual teaching and learning approach in cycle 1, all 26 students achieved the KKM with an average score of 90.38, the learning level/learning completeness was 100%. This proves that the application of the CTL (Contextual Teaching and Learning) approach can improve social studies learning outcomes for class IV students at MI Al Bayyinah Dramaga, Bogor Regency

This study aims to improve student engagement and learning outcomes through the implementation of the Contextual Teaching and Learning (CTL) approach using the Environmental Awareness Train Exploration method in the Pancasila Education subject, particularly on the topic of Environmental Awareness. The research employed Classroom Action Research (CAR) using the Kemmis & McTaggart model, which includes planning, action, observation, and reflection stages across two cycles. The participants were 23 second-grade students of Class 2A at SDN Tunjungsekar 1, Malang City. Instruments used in the study included student engagement observation sheets, participation questionnaires, as well as pre-test and post-test assessments. The results showed that the implementation of the Contextual Teaching and Learning approach through the Environmental Awareness Train Exploration effectively enhanced student engagement and learning outcomes significantly and sustainably. Student engagement increased from 67% in the pre-cycle, which falls into the Fair category, to 86% in Cycle I and 96% in Cycle II, both of which fall into the Very Good category. In terms of learning outcomes, the average pre-test score of 73 improved to 87 in Cycle I and reached 94 in Cycle II, with an N-Gain score of 0.78, categorized as high. These results indicate that the Contextual Teaching and Learning approach is effective in improving both student engagement and learning outcomes among elementary students. Thus, the implementation of the Contextual Teaching and Learning can serve as an alternative for teachers or future researchers to enhance student engagement and learning outcomes in other learning topics.

school physics teaching materials problem-oriented topics fluid wetlands through approach Contextual Teaching And Learning (CTL) has not been optimally used in SMA PGRI 4 Banjarmasin. This adversely affects the learning outcomes. Therefore research material development through an approach Contextual Teaching And Learning (CTL) which aims to develop teaching materials such as lesson plans, worksheets, THB, and material teaching approach Contextual Teaching And Learning (CTL). The specific objective of the research to result in: (1) the validity of teaching materials school physics problem-oriented topics fluid wetlands through Contextual Teaching And Learning approach; (2) the practicality of teaching materials school physics problem-oriented topics fluid wetlands through Contextual Teaching And Learning approach, and (3) the effectiveness of teaching materials-oriented high school physics topics fluid wetland problem through an approach Contextual Teaching And Learning. Development of research methods to the design of Dick and Carey. Data obtained through the instrument validation sheet materials, instruments keterlaksanaan RPP observation sheets, and test. The results showed that: (1) teaching materials declared invalid by the high category. (2) teaching materials developed otherwise practical with very good category. (3) teaching materials developed that was declared effective in the high category. Research concluded that high school physics teaching materials problem-oriented topics fluid wetlands through approach Contextual Teaching and Learning (CTL) is declared unfit for use.

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 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.

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.

The purpose of this study was to improve students' mathematics learning outcomes through Scramble Type Cooperative Learning Model with Contextual Teaching and Learning (CTL) approach in class VIII SMP Negeri 2 Latambaga. The research method used was Classroom Action Research. The results showed that by looking at the results of the second cycle test, the average student score was 85.23 with classical learning completeness of 87.5%. When compared to the first cycle test results with an average student score of 79.96 and classical learning completeness of 78.12%, there was an increase in the average score of 5.74 and learning completeness of 9.38%. After seeing the test results, the results of observations of students and teachers during the teaching and learning process, it was concluded that this research was stopped in cycle II. This is because the success indicator of this research has been achieved, namely classical learning completeness has been more than 80% of students obtained a score ≥ 68 (KKM that has been determined), namely 87.5% of students have obtained a score ≥ 68. So it can be concluded that the implementation of the Scramble Type Cooperative learning model with the Contextual Teaching and Learning Approach can improve student learning outcomes in mathematics subjects, especially in the basic competencies of calculating the surface area and volume of cubes and beams of class VIII students of SMP Negeri 2 Latambaga.

Purpose of the study: The purpose of this study is to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) approach in teaching biology, particularly on the excretory system topic, by comparing it with conventional teaching methods to improve students' understanding and engagement. Methodology: This study employed a quasi-experimental method using a non-equivalent control group design. Data collection tools included pretest and posttest multiple-choice questions validated for reliability. Observations were guided by structured observation sheets. Statistical analysis utilized Kolmogorov-Smirnov, Levene’s Test, and t-tests. Data processing used SPSS software. Sampling employed purposive sampling, targeting high school biology students. Main Findings: The study found that the Contextual Teaching and Learning (CTL) approach significantly improved students’ understanding of the excretory system compared to conventional methods. The experimental group showed higher posttest scores and N-Gain values. Observations revealed better student engagement, collaboration, and contextual task-solving in the CTL group. Statistical tests confirmed the effectiveness of CTL in enhancing conceptual understanding and active learning. Novelty/Originality of this study: This study introduces the application of the Contextual Teaching and Learning (CTL) approach specifically to the excretory system topic in biology, providing empirical evidence of its effectiveness in improving understanding and engagement. It contributes new insights into the integration of contextual learning strategies in biology education, highlighting their potential to bridge theoretical knowledge with real-world applications.

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 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.