Engagement of Teachers Community in Strengthening Pedagogical Competence Through Technology-Integrated Contextual Teaching and Learning

This study aims to: (1) differences in students' mathematical mathematical communication skills and self-efficacy between students who were given an Open Ended Learning Approach with a Contextual Teaching and Learning Approach; (2) the interaction between KAM and the Open Ended Learning Approach and Contextual Teaching and Learning Approach on Mathematical Communication skills; (3) the difference in Self Efficacy between students who were given an Open Ended Learning Approach and a Contextual Teaching and Learning Approach; and (4) the interaction between KAM and the Open Ended Learning Approach and Contextual Teaching and Learning Approach on Self Efficacy. This research is a quasi-experimental research. The research population was all students of class VIII SMP Negeri 1 Stabat, Academic Year 2021/2022 with a sample of class VIII A who was given an Open-Ended Learning Approach and class VIII B who was given a Contextual Teaching and Learning approach. Each class consists of 32 students. The research instrument used was a student's Mathematical Communication ability test and a Self-Efficacy questionnaire. Data analysis was performed by two-way analysis of variance (ANAVA). The results of the study indicate that: (1) There are differences in students' Mathematical Communication abilities who are given learning with the Open Ended Learning Approach and Contextual Teaching and Learning Approach; (2) There is no interaction between the learning model and early mathematics skills on students' Mathematical Communication abilities; (3) There is a difference in Self Efficacy between students who are given an Open Ended Learning Approach and a Contextual Teaching and Learning Approach; (4) There is no interaction between the learning model and the initial ability of mathematics on Self Efficacy. Keywords: Mathematical Communication, Self Efficacy, Open-Ended Approach, Contextual Approach DOI: 10.7176/JEP/13-7-03 Publication date: March 31 st 2022

Problem statement: Globalization demands civic education to develop civic competence involving civic knowledge, civic skills and civic disposition, which are multidimensional. Civic education learning oriented to “contextualized multiple intelligences” concept opened the view of the needs to manage more creative, active participation, meaningful and pleasant learning. This research aimed to describe the effects of contextual learning on civic education of Junior High School students’ civic competence. Specifically, this research aimed at examining and finding the influence of the application of contextual teaching and learning component in civic education involving the concept applications of interrelationship, direct experience, application, cooperation, self-regulation and authentic assessment towards citizenship competence of Junior High School students. Approach: Both quantitative and qualitative approaches were adapted in this study. A survey was used as the Quantitative approach and for the in-depth understanding, interviews were used as the qualitative approach. The population of this research was students from Junior High School in West Java Indonesia. Sample was chosen by using cluster, proportional and systematic random samplings and 1004 Junior High School students were involved. Results: The survey showed that contextual learning in civic education influenced positively and significantly and contributed 26% to the civic competence of Junior High School students. The highest contribution given by applying of cooperation concept (21%) and self-regulating concept (20%). Conclusion: It was suggested that contextual teaching and learning in civic education significantly influenced civic competence, the concepts of cooperation and self-regulation were the important factors of civic competence, because they were in accordance with the socio-cultural values. The implications of these findings showed that contextual teaching and learning in civic education was the essence of value education.

The purpose of this research was to know whether contextual teaching and learning (CTL) approach could improve students’ mathematical problem solving ability (SMPSA) in eighth grade of SMP Negeri 1 Binjai. The type of this research was Classroom Action Research. The subject of this research was students in class VIII-9 which consisted of 20 students. The object was SMPSA on cube and cuboid topic in eighth grade of SMP Negeri 1 Binjai Academic Year 2015/2016.This study consisted of two cycles. Each cycle had two meetings. SMPSA was tested in the end of cycle. Instrument used to collect data in this research were test and observation sheet. After giving a treatment to students, in the first cycle, the average score of their mathematical problem solving ability was 2.30. Ten of 20 students (50%) obtained score ³ 2.67. The average score of teacher’s activities in observation sheet was 2.66, which classified as good category. The average score of students’ activities in observation sheet was 2.55, which classified as good category. In the second cycle, the average score of mathematical problem solving ability was increased became 3.05 with 18 students (90%) obtained score ³ 2.67. The average score of teacher’s activities in observation sheet was 3.44, which classified as very good category. The average score of students’ activities in observation sheet was 3.22, which classified as very good category. From the result of research, it can be concluded that the implementation of contextual teaching and learning (CTL) approach can improve students’ problem solving ability. The suggestion that given for teachers is to be able to implement contextual teaching and learning (CTL) approach as an alternative in learning process that can improve problem solving ability.Keywords : Contextual Learning, Mathematical Problem solving Ability

Contextual teaching and learning (CTL) and classroom interaction are closely intertwined and have a significant influence on each other. The latter enables students to ask questions, seek clarifications, and receive immediate feedback. This qualitative research aimed to explore classroom interaction and the various patterns of interaction among students in an English as a Foreign Language (EFL) class using CTL as the teaching approach. Data were collected through observations, video recordings, and questionnaires, which were then analyzed using a series of stages, namely data reduction, data display, categorization, and drawing conclusion. The findings revealed that classroom interaction occurred in three phases: pre, whilst, and post-activities. The study also unveiled three types of interaction patterns, namely clarification requests, mime, and confirmation checks. The percentage of interaction between the teacher and students was 94.28%; between students and the teacher was 82.85%; and between students themselves was 88.57%. The most common interaction patterns were clarification requests (80%), mime (71.42%), and confirmation checks (65.71%). These results indicate that the teacher effectively implemented CTL in the EFL teaching and learning process, fostering active and communicative engagement between the teacher and students. Future researchers are encouraged to explore the implementation of CTL components in classroom interactions within English language teaching activities

Discourse models or contextual approaches as part of the learning concept, which is still dwelling on the dimension of implementation either in the context of certain subjects or in the context of a particular class or school. Such in current conditions the assumption from educators’ scopes that contextual learning as something perfect, independent and in accordance with the present reality. The limitation of understanding gives impact to a closed mind. By those reasons, this paper seeks to explore the idea of ​​contextual learning or which is often called as Contextual Teaching and Learning (CTL) both in terms of historical and philosophical dimensions. Based on the historical approach, contextual learning as a solution as well as a criticism of the stagnation of the constructivism flow in the face of global competition in the third era nowadays. However, the root of pragmatism is very strong in contextual learning. Therefore, in terms of philosophy, the discourse of contextual learning has been focused on the issue of education substance rather than the education values so that in the realm of its application in Indonesia, contextual learning should be given a critical note to be truly in accordance with the culture and behavior of Indonesian society.

The study examines the issues of improving future geography teachers’ professional training through contextual learning; it emphasizes the practicality of conceptual changes in terms of the transition from post-industrial to information society and forced distance interaction. The purpose of the article is to study the features and determine the crucial principles, approaches, stages and technologies of organizing contextual learning for future geography teachers as an organic part of their professional training. Several research methods were used to achieve the goal, including the method of comparative, substantive and reflective analysis of primary sources, advanced domestic and foreign experience, modelling, systematization and concretization of known approaches in the organization of contextual learning of future geography teachers. As a result of the review of scientific literature, the presence of two concepts of contextual learning, which are used in foreign and domestic educational practice, has been revealed. The first model of Contextual Teaching and Learning proposes the involvement of students in the learning process using real, personally meaningful situations and contexts that reflect the application of knowledge and skills in everyday life. The second is A. Verbytskyi’s model of Symbolic-Contextual Learning focusing on the assimilation of the professional context by future specialists and presuming the introduction of study material to the scope of future professional activity. It has been pointed out that both models emphasize the importance of the context in the assimilation of effective knowledge and the formation of competence in their application in practice. While the Symbolic-Contextual Learning model is mostly focused on preparing for the future professional activity of a specialist with a higher education level, the Contextual Teaching and Learning one covers a wider application of contexts in the study process of educational institutions of various levels. The content and essence of subject and social contexts for future geography teachers and the ways of their creation in the process of bachelor’s professional training have been revealed. The principles and approaches which the technology of contextual learning in the higher pedagogical school is based on have been clarified; the stages (educational activities of the academic type, quasi-professional and study-professional activities), the leading models of contextual learning (semiotic, imitative and social ones), methods, forms and techniques that are most appropriate at each of the stages have been described. The educational and professional training program for bachelors in the speciality 014.07 Secondary education (Geography) at the Kryvyi Rih State Pedagogical University has been analysed; its meaningfulness, efficiency and effectiveness in achieving the program learning outcomes planned by the Standard have been emphasised. It has been claimed that the method of contextual learning is based on student-centred and competency-based approaches and includes: the problem-searching nature of students’ educational activities, the use of collaborative learning technologies, ICT and digital technologies, the involvement of external stakeholders, the creation of emotional and moral situations, and the introduction of practice-oriented and interdisciplinary approaches, reflective and analytical assessment. It has been concluded that the integration of traditional and innovative approaches, and the introduction of contextual learning will allow future geography teachers not only to deeper learn the theoretical aspects of geographical and pedagogical sciences but also to skilfully apply them in real life and professional situation.

This study aims to: 1) Find learning devices based on contextual teaching and learning (CTL) that can improve students' mathematic problem solving skills at SMP Negeri 1 Hamparan Perak; 2) Find learning devices based on contextual teaching and learning (CTL) that can increase student self-efficacy at SMP Negeri 1 Hamparan Perak; 3) Find practical contextual teaching and learning (CTL) based learning devices that can improve the problem solving and self-efficacy ability of students at SMP Negeri 1 Hamparan Perak; 4) Find learning devices based on contextual teaching and learning (CTL) that are effective to improve the problem-solving ability and mathematic self-efficacy of students at SMP Negeri 1 Hamparan Perak. The results show that: 1) Students' mathematic problem solving ability using learning devices based on contextual teaching and learning (CTL) increased; 2) The increase in students' self-efficacy after using contextual teaching and learning (CTL) based learning devices has increased; 3) The developed contextual teaching and learning (CTL) based learning device met the criteria for practicality of the learning devices; 4) The learning devices developed through contextual teaching and learning (CTL) to improve students' mathematics problem solving ability and self-efficacy have met the criteria of being effective. Keywords : development of learning devices, contextual teaching and learning, problem solving ability, self-efficacy DOI: 10.7176/JEP/12-8-07 Publication date: March 31 st 2021

This study aims to determine: (1) the ability to write explanatory texts in class VIII students at SMP Negeri 2 Tapian Dolok before using Contextual Teaching and Learning (CTL) learning. (2) The ability to write explanatory texts for students of SMP Negeri 2 Tapian Dolok after the Contextual Teaching and Learning (CTL) model. (3) The effect of using the Contextual Teaching and Learning (CTL) learning model on the ability to write explanatory texts by class VIII students at SMP Negeri 2 Tapian Dolok. This research uses quantitative research. The method used is an experimental method while the method used in this research is Pre-Experimental Design (non-design). According to Sugiyono (2019:112) that the results of Pre-Experimental research are independent variables. This happened, because there were no control variables, and the sample was not chosen at random, this study used a One-Group Pretest-Posttest Design. The results of this study include: (1) The results of the initial test ability (pre-test) in the skills of writing explanatory texts for class VIII-5 students of SMP Negeri 2 Tapian Dolok before the Contextual Teaching and Learning (CTL) model is obtained an average value of 60. From the results of the pre-test showed that the students' ability to write explanatory texts had not yet reached the KKM target of 70. (2) The results of the final test (post-test) skills in writing explanatory texts for students of class VIII-5 SMP Negeri 2 Tapian Dolok after applying the Contextual model Teaching and Learning (CTL) obtained an average value of 70.38. From the post-test results obtained that the students' ability to write explanatory texts has reached the KKM target of 70. (3) The analysis that has been carried out and has been tested statistically that tcount is greater than ttable (3.38 > 2.042) causes H0 to be rejected and Ha received. Thus, it can be concluded that there is an effect of the Contextual Teaching and Learning (CTL) model on the skills of writing explanatory texts by grade VIII-5 students of SMP Negeri 2 Tapian Dolok.

This study examined Indonesia's education unit level adoption of the Contextual Teaching and Learning approach and its supportive and limiting elements. In the Education Unit Level Curriculum, Contextual Teaching and Learning works well. To make learning more relevant and the Education Unit Level Curriculum implementation successful, implementation must be context-based. The Unit Level Curriculum must match students, educators, learning media, the environment, and their natural traits. Because this must follow the method to attain educational goals. Thus, Contextual Teaching and Learning depends on the Education Unit Level Curriculum. To support and balance each other, the Unit Level Curriculum socialization process for instructors must function properly. If the Education Unit Level Curriculum implementation goes successfully, the Contextual Teaching and Learning approach will be the same

This research aims to explain and analyze the influence of Contextual Teaching Learning (CTL) on student learning outcomes in Islamic Education subjects by selecting the research locus at State Junior High School 1 Sambit, Ponorogo. This research is quantitative research with a descriptive approach. The population in this study was 102 students in seventh grade. A simple random sampling technique was used to obtain a sample of 52 students. Data collection techniques used were questionnaires, interviews, and documentation. To determine the data collection instrument, use a Likert scale. Data analysis techniques used regression equations, regression significance tests, and regression linearity tests. The findings of this research are that CTL learning has a significant effect on the learning outcomes of seventh-grade students in Islamic Education, and interest in learning has a significant effect on the learning outcomes of Class VII students in Islamic Education. There is an influence by the learning variables Contextual Teaching Learning and interest in learning of 71.7% on the student learning outcomes variable, while the other 28.3% can be explained by other variables outside the model. This study shows that Contextual Teaching and Learning and students' learning interests have a positive and significant effect on the learning outcomes of Islamic Education of seventh-grade students at State Junior High School 1 Sambit, with CTL as the most dominant factor. The originality of this finding lies in the application of CTL in the local context and religious subjects, which are rarely studied, as well as the integration of students' cognitive and affective aspects through a contextual learning approach that involves spiritual reflection and worship practices. This approach strengthens the relevance of CTL not only in academic learning but also in the formation of students' values and characters.

This research was intended to 1) know how to increase the students’ activity of class X of SMA Teladan 1 Metro through contextual learning based on inquiry 2) know how master the concept about ecosystem of students class X of SMA Teladan 1 Metro through contextual learning based on inquiry 3) know whether there is increase of learning activity and mastery of ecosystem concept through contextual learning based on inquiry. To gain the objectives above, the research method used in this research was Classroom Action Research (PTK). The subject of the research were the students of class X of SMA Teladan 1 Metro. Based on the result of data analysis, it was found that 1) Contextual Learning can increase the student learning activity, which covers: a) listening to teacher explanation activity which was 5-10 % previously out of the whole class became 96%, b) proposing idea activity which was previously 1-5% out of all students became 94%, c) observation activity which was previously 15% out of all students became 85%, d) activity in following discussion which was 15% previously out of the whole students became 84%, e) activity in doing analysis and reporting the result was 10% previously became 96%. 2) Contextual learning can increase concept of ecosystem mastery by comparing pre-test and post test result in the end of the cycle 2. From the analysis, it was found that the Gain score was normalized became 0,793 or there was increase of concept mastery as high as 79.3% from the gain before the treatment compared to after the treatment, and 3) contextual learning can increase learning activity and concept of ecosystem mastery. Kata kunci: Contextual Teaching and Learning, Aktivitas Belajar, Penguasaan Konsep

Contextual learning which is commonly known as Contextual Teaching and Learning (CTL) is a learning concept that links learning material with the actual (real) conditions at home, school, and community. Students can be expected to think critically in solving problems in learning. In the context of learning this CTL method encourages students to find and explore their own knowledge. So that it can increase students learning motivation because basically the CTL method contains the principle of questioning, with this principle students, are more active as recipients, and there feedback during the learning process. And this is what motivates students to learn because they get their own knowledge.Keywords: Learning Method, Contextual Teaching and Learning, Motivation

This article discusses a preliminary study of needs analysis in learning physics. The preliminary study was conducted at several schools in the city of Padang. The sample of this study was taken with a purposive sample technique so that it was obtained namely SMAN 2 Padang, SMAN 3 Padang, and SMAN 8 Padang. This preliminary study was carried out aimed at developing Physics teaching materials using a contextual teaching and learning approach integrated thinking skills for high school physics learning. This research uses descriptive statistical methods. The stages in this research are prepared in the form of design and development of instruments, implementation in the form of data collection, and completion in the form of data analysis. The results of the analysis in this study indicate that the needs analysis including learning activities, graduation standards, and critical thinking skills have been implemented well, but the application still needs to be improved, especially in critical skills. Contextual learning is able to guide students to practice problem solving, linking material with real problems, so students are able to think critically. Therefore, it needs to be improved by developing physics teaching materials based on problem-based learning models using the Contextual teaching and learning approach integrated critical thinking skills for high school physics learning class XI

AbstrakPraktik pembelajaran di SDN Sunter Jaya 07, siswa diajarkan berdasarkan buku teks saja dan kebanyakan menggunakan pendekatan konvensional serta metode pembelajaran yang tidak sesuai. Guna mengatasi masalah tersebut, maka dibutuhkan metode pembelajaran yang sesuai yaitu dengan mengunakan metode Contextual Teaching and Learning (CTL). Penelitian ini bertujuan untuk memperoleh data empiris tentang adanya pengaruh penggunaan metode CTL terhadap hasil belajar PKn materi pola hidup gotong royong pada siswa kelas IV. Penelitian ini menggunakan metode eksperimen, desain pretest posttest control group design, dengan responden berjumlah 60 siswa kelas IV. Pada kelas IV A sebagai kelas eksperimen terjadi peningkatan nilai rata-rata sebelum dan sesudah menggunakan metode CTL yaitu dari 73,93 menjadi 82,90. Sedangkan pada kelas IV B sebagai kelas kontrol menggunakan metode realistik nilai rata-rata pretest yaitu 71,77 dan nilai rata-rata post test yaitu 78,20. Hasil penelitian ini menunjukkan bahwa kelas yang menggunakan metode Contextual Teaching and Learning mempunyai nilai rata-rata lebih tinggi dibandingkan dengan kelas yang menggunakan metode realistik. Jadi dapat disimpulkan bahwa metode Contextual Teaching and Learning berpengaruh secara signifikan dan positif terhadap hasil belajar PKn siswa kelas IV di SDN Sunter Jaya 07.Kata Kunci: Contextual Teaching and Learning (CTL), hasil belajar PKn  AbstractIn learning practices at SDN Sunter Jaya 07, students are taught based on textbooks only, and most use conventional approaches and inappropriate learning methods. In order to overcome this problem, an appropriate learning method is needed, namely the Contextual Teaching and Learning (CTL) method. This research aims to obtain empirical data about the effect of using the CTL method on civics learning outcomes regarding mutual cooperation in class IV students. This research used an experimental method, a pretest-posttest control group design, with respondents totaling 60 class IV students. In class IV A as an experimental class, there was an increase in the average score before and after using the CTL method, namely from 73.93 to 82.90. Meanwhile, class IV B, as the control class, used the realistic method; the average pretest score was 71.77 and the average posttest score was 78.20. The results of this research show that classes that use the Contextual Teaching and Learning method have a higher average score compared to classes that use the realistic method. So it can be concluded that the Contextual Teaching and Learning method has a significant and positive effect on the civics learning outcomes of class IV students at SDN Sunter Jaya 07.Keywords: Contextual Teaching and Learning (CTL), Civics learning outcomes

The University of South Africa (UNISA) is a mega Open Distance Learning (ODL) institution in Africa. UNISA is considering advocating totally online tuition in the near future. Currently, e-learning (electronic learning), is used for online teaching. However, e-learning is only one component of a conglomerate of components that must be taken cognisance of when designing an integrated online teaching framework for the university. The predominant role of e-learning cannot be undermined as technology has a very high educational contribution, but often technology is viewed as the sole driver to ensure that learning outcomes are achieved. Adopting an integrated robust best practices framework to online teaching practices based on multiple components for academics is far more important than being merely technically competent. However, teaching is not the sole mandate of UNISA. The university has a tripartite mission to deliver quality tuition, research and community engagement. This paper proposes an integrated best practices framework to online teaching, research and community engagement within an ODL sphere. Integration is achieved by consolidating the current teaching, research and community engagement practices of the institution within a consolidated best practices framework. The objective of this paper is to present a standard best practices framework which can be applied across the university, which academics can use in the development of new online practices regarding tuition, research and community engagement or as a means of evaluating or enhancing existing practices.