Implementasi Contextual Teaching and Learning (CTL) untuk Meningkatkan Critical Thinking dalam Pembelajaran Materi Agama Islam

One of the life skills exceedingly be required in the globalization era is critical thinking skills; therefore, every level of education has a role in enhancing critical thinking skills of students, especially biology students’. This research aimed to determine the efforts to enhance the critical thinking skills of students’ in biology subject through a Contextual Teaching and Learning (CTL). This research used a quasi-experimental method with a total sample of 62 X grade students at SMA Negeri 4 Sintang. The data of critical thinking skills were obtained from pre- and post-test results with essay test instruments. The data were analyzed descriptively employing an inferential statistic with T-test. The inferential statistical analysis revealed that there was a difference in the critical thinking skills between the CTL learning and the expository learning (t = 5.98>1.83). The posttest average score of students’ critical thinking skills in the CTL learning was 82.56 and categorized as very good. The post-test average score in the expository learning was 68.37 and categorized as fair. The average score of critical thinking skills in the CTL learning increased by 36.06 while the average score of critical thinking skill in the expository learning increased by 19.42. The results of this research concluded that CTL learning was better to enhance the critical thinking skills of students’ in biology subject on the learning material of environmental pollution.

This research aims to investigate the improvement of students' critical thinking skills and learning motivation using a problem-solving approach through Contextual Teaching and Learning (CTL) in the topic of statistics with the assistance of GeoGebra. This study employs a pre-experimental research design with a one-group pretest-posttest approach. The sample consists of one eighth-grade class in a public junior high school in Yogyakarta. Data collection techniques include pretests and posttests to measure students' critical thinking skills and a questionnaire to assess students' learning motivation. The paired sample t-test is utilized for data analysis. The results reveal an improvement in critical thinking skills, with an average pretest score of 49.33 and a posttest score of 85.00. Students' learning motivation also increased, with an average pretest score of 73.60 and a posttest score of 88.87. The t-test result shows a significance value of 0.000 < 0.05, indicating the rejection of the null hypothesis. This implies that there is a significant influence on students' critical thinking skills using a problem-solving approach through Contextual Teaching and Learning in the statistics subject, resulting in an enhancement of students' critical thinking skills

Critical thinking skills and students' understanding are the supporting factors in students’ learning success. This research aimed to determine the contrıbutıon of critical thinking skills for the understanding on human digestive system concepts when contextual teaching and learning (CTL) was implemented. The samples were 45 students consisting of public junior high schools 2 and 5 class VIII A at Sungai Tebelian. The instrument of critical thinking skills were essay test totaling of 6 items and to measure the understanding on human digestive system concepts, 20 items of multiple choices test were used. Research data were analyzed using a simple regression correlation analysis. The results showed a significant correlation of critical thinking skills to the understanding of human digestive system concepts. The regression equation of the correlation between the two variables was Y = 0.736X + 22.861. The correlation coefficient was 0.640, with the contribution the critical thinking skills to human digestive system concepts of 41.00%. These results showed that there was a significant correlation between critical thinking skills and human digestive system concepts when CTL was implemented in learning. Thus, biology teachers need to develop students’ critical thinking skills through the implementation of CTL in learning.

Abstract. Critical thinking skills are one of the things that students must have. But in reality, there are still a few students who have high critical thinking skills. So the application of the right learning model is needed. This study aims to apply the contextual teaching and learning (CTL) strategy in an effort to encourage students to have critical thinking skills. The experiment was conducted using a one-group post-test design involving twenty-four students. The instrument used was an assessment rubric with a Likert scale, processed both descriptively and quantitatively. The results showed that the overall achievement of student learning outcomes using CTL was dominantly in the sufficient category. The results of the effect test showed a significance of 0.000 <0.05, so it can be said that the contextual learning strategy has a significant effect. The results of the study indicate that the application of contextual learning strategies can improve students' critical thinking skills. The results achieved are better because CTL is a relatively new learning strategy and encourages students to think at a higher level. Nevertheless, through CTL, students are encouraged to provide enthusiasm for learning, increase motivation to be active in learning, assist in developing tasks, assist in problem solving, provide ways to discuss and interact with their peers, and help summarize and reflect on lessons. Thus, it can be concluded that CTL can stimulate students' critical thinking skills, so contextual learning strategies can be applied to students. Keywords: CTL, Critical Thinking, Student

One of the problems in learning history is that the students could only understand the contents of learning material without understanding it in depth. Such circumstance makes the students less able to think critically in interpreting historical events. This article examines how discovery learning model and CTL learning model become a solution to develop students' critical thinking skills in historical learning. This descriptive qualitative approach was used in this research. The data was conducted by interviews and literature review of previous studies, research journals, books and other reliable sources. From our analysis, the discovery learning and Contextual Teaching and Learning (CTL) are learning models that provide a systematical learning process to improving student`s critical thinking skill. Discovery learning and CTL help teachers to make a connection between learning materials and student`s real-world situations and encourage students to connect their knowledge and praxis in their lives as a family or the member of society. The concept of learning models is not exclusive, but it can be combined with other learning models, such as process skills learning, experiment learning, demonstrations, discussions, and so on. The implementation of students` activities, which tend to construct their knowledge, educate the student to think critically through inquiry process or find their own problems, freedom of questioning, and applying learning community. Keywords: Discovery Learning Model, Contextual Teaching Learning, critical thinking skill, learning history

This article aims to describe the study results about the effectiveness of using the Contextual Teaching and Learning (CTL) approach to critical thinking skills and college student curiosity in the Pancasila Education subject. The research instrument used in this study was a questionnaire about curiosity and elaboration questions to test students’ critical thinking skills. The trial subjects were 55 third semester students. The effectiveness of data analysis based on test results is done by determining the percentage of students’ mastery learning and determining the gain score <g> in the class that is used as the research subject. Based on the achievement of mastery learning classically reached 83.64% with the number of students 46 out of 55 students. Gain score <g> of 0.61 or in the “medium” category. Based on the results of tests of students “critical thinking skills shows that the CTL approach is effective for improving students” critical thinking skills. Achievement of student curiosity based on the results of the questionnaire in the “very high” category with a percentage reaching 72.73% or as many as 40 students from 55 students. Besides the gain score <g> of 0.61 or in the category of “medium”. Based on the curiosity questionnaire shows that the CTL approach is effective for developing student curiosity.

This study aims to determine the contribution of scientific learning in terms of Problem Based Learning (PBL), Contextual Teaching and Learning (CTL), and Guide Discovery Learning (GDL) to student’s self-confidence and learning outcomes (critical thinking ability and mathematical representation). The population in this research is students of eight-class from State Junior High School in Bandar Lampung City which is distributed in 31 schools. The samples of the study were students from three selected schools representing high-rank schools, middle-rank schools and low-rank schools. The sample was chosen by purposive random sampling technique. The research design is Pre-test Post-test Control Group Design. The results showed that (1) student’s self-confidence in CTL and student’s self-confidence in PBL were higher than student’s self-confidence in conventional learning, (2) student’s self-confidence in GDL did not differ from student’s self-confidence in conventional learning; (3) student’s mathematical critical thinking skills in CTL and student’s mathematical critical thinking skills in PBL are higher than student’s mathematical critical thinking skills in conventional learning; (4) student’s mathematical representation in GDL is higher than student’s mathematical representation in conventional learning. Related to the completeness of the student’s learning outcomes, it is known that: (1) the percentage of students who have critical thinking skills are good-categorized in the CTL class and in the PBL class is more than 60% of the total number of students; (2) the percentage of students who have mathematical representation are good-categorized in the GDL class is not more than 60% of the total number of students. Thus it can be concluded that in general, scientific learning contributes to the development of self-confidence and student’s learning outcomes.

This research is motivated by the findings of problems in economics learning including: in economics learning students are passive; lack of critical thinking activity and creativity; teacher-centered learning (teacher centered); The learning model used by teachers tends to be monotonous. This research aims to determine the implementation of the model problem based learning to develop students' critical thinking skills in economics learning. The research method is a case study with a qualitative approach, data is collected through interviews, observation and documentation of the implementation of learning to develop critical thinking skills. The results of the research show that planning economic learning using models problem based learning to develop highly structured and systematic critical thinking skills. Implementation of economic learning with models problem based learning Overall, it has succeeded in creating a learning environment that supports the development of students' critical and analytical thinking skills. Assessment of economic learning with models problem based learning has been designed and implemented well, so that students' critical thinking, problem solving and collaboration skills develop optimally. Supporting factors for learning economics with models problem based learning really supports the development of students' critical thinking skills. Factors inhibiting economic learning with models problem based learning developing critical thinking skills is a very serious challenge. Efforts to overcome barriers to economic learning with models problem based learning can develop students' critical thinking skills effectively.

This research is a qualitative descriptive study, the subjects in this study are the principal of Asysyakirin Middle School, WAKA Curriculum, Homeroom 7.4 and Islamic Subjects. Data collection techniques used are: observation, and interviews. This research was conducted from August to October 2018. The results of this study showed that some Islamic Religious Education teachers in Asysyakirin Middle School had understood the meaning of the contextual learning model, the teacher just needed to deepen and gradually introduced the CTL (Contextual Teaching and Learning) learning model to student. The implementation of Islamic Religious Education learning more or less has reflected the application of the CTL (Contextual Teaching and Learning) learning model which includes 5 principles and 7 pillars of contextual learning, with the results of implementing the components of the CTL (Contextual Teaching and Learning) learning model as follows: interest (related), direct experience (esprecing), application (appliying), cooperation (cooperating), transfer of knowledge (transfering), constructivism (contruktivisem), finding (inquiry), asking (questioning), learning communities (learning comunity), modeling (modeling), reflection (reflection), true assessment (authentic assessment).
 It is expected that all teachers can use active learning, to develop the learning process one of them by using the CTL learning model, because the implementation of CTL can activate students in the learning process and increase student motivation. Because there are still inhibiting factors in the implementation of CTL, it is expected to frequently attend seminars and workshops and frequently read books related to CTL learning to better master and deepen how the application of CTL is good and right. So that it can improve the quality of education on an ongoing basis and establish better interactions to be able to achieve the expected learning goals

This study aims to determine the effect of the Problem Posing approach and the Contextual Teaching and Learning (CTL) approach to critical thinking skills. This study is a quasi-experimental study with randomize design pretest-posttest control group design. The population of this study were all class X students of SMA Negeri 1 Sentolo consisting of six classes. From the population, two classes were randomly sampled as the research sample, namely class X MIA 3 and class X MIA 1. In class X MIA 3 students applied learning using the Problem Posing approach and class X MIA 1 students used the CTL approach. The instrument used to collect data is a test of critical thinking skills. To examine the effect of the Problem Posing approach and the CTL approach on critical thinking ability data were analyzed using the t test. The results showed that there were differences in the ability to think critically between classes with learning using the Problem Posing approach and the classroom with learning using the CTL approach, with the average students 'critical thinking skills in the class with the Problem Posing approach higher than the students' critical thinking skills. in the class with the CTL approach.

The aim of this research is to find out whether there is effectiveness between the use of Contextual Teaching and Learning (CTL) with conventional learning has an effect on critical thinking skills based on learning styles, especially in disaster mitigation material in Geography lessons. This research was conducted at SMAN 1 Turen in Class XI IPS 3 which was used as an experimental group that applied the CTL model, while class The research method used is post-test only control group design, which is quasi-experimental research. Critical thinking abilities are measured by giving tests in the form of essay questions. The independent variable in this research is the CTL model, while the dependent variable is critical thinking ability and the moderate variable is learning style. Data was generated from administering tests and distributing questionnaires from 59 respondents. After the data was collected, the Friedman test was carried out as a statistical test because the data was not spread evenly. Significant results obtained 0.000 (this value is less than 0.05) in the Friedman test qualification based on learning style and posttest results, indicating rejection of HO while H1 accepted. The hypothesis proposed leads to the conclusion that, CTL learning is effective in improving critical thinking skills based on student learning styles.

Contextual learning begins by providing knowledge, experiences, and real-life contexts related to the subjects taught in school. Students are expected to apply this knowledge and experience in their daily lives, not just to grasp these values superficially. Students need to internalize and practice these values in their everyday lives. The basic contextual learning theory is Constructivism, which emphasizes active understanding in learning mathematics to construct new knowledge from past experiences and expertise. Based on research data, it's evident that the contextual teaching and learning (CTL) model has positively impacted students' critical thinking skills. This is reflected in the achievement of success indicators set and declared as achieved in cycle II of the learning process.

This study aims to provide an overview of students′ responses to the application of the Contextual Teaching and Learning (CTL) approach in physics learning at the high school level, and explore the initial relationship between this approach and the improvement of critical thinking skills. Using the quantitative descriptive survey method, data were obtained through questionnaires that covered five main aspects: understanding of physics concepts, development of critical thinking skills, learning engagement and activities, relevance of learning context, and the impact of CTL on learning motivation. The research population included 60 students in grade XII in Lamongan who were selected through stratified random sampling techniques. The results showed that the CTL approach had a significant impact on all aspects of learning, with the average percentage of student responses ranging from 82.66% to 84.22%, which was included in the very good category. The CTL approach effectively enhances understanding of physics concepts, encourages critical thinking skills, and creates a relevant, interactive, and motivating learning atmosphere. Further analysis through Exploratory Factor Analysis (EFA) identified four latent dimensions that explain the Variance of 62.10%, supporting the effectiveness of the CTL approach in physics learning. The research instruments also showed high reliability, although further evaluation was needed on some factors with lower reliability. This study concludes that the CTL approach is an effective learning strategy in improving the quality of physics learning in high school, particularly in developing critical thinking skills.

Critical thinking is very important in learning because it will improve students’ thinking skills in learning practices. So far, critical thinking has not become a culture among students, so there are still students who are passive in the learning process and do not dare to argue or ask questions. Critical thinking skills are the ability to organize themselves in producing interpretation, analysis, and evaluation as well as exposure using evidence, concepts, methodologies, and contextual considerations that are used as the basis for making decisions. Indicators of critical skills, namely: solving problems, making decisions, persuading, analyzing assumptions and conducting scientific research. This study aims to develop literacy-based interactive learning media in improving the critical thinking skills of junior high school students in Islamic religious education subjects that are valid, practical, and effective. Learning media that can support the success of learning activities in improving students’ critical thinking skills must be developed by meeting several criteria, namely valid, practical, and effective. The validity score obtained for each aspect is the media aspect with a percentage of 76.33% and for the material aspect with a percentage of 78.66%, therefore the learning media is declared valid. The average score of the overall learning implementation observation results obtained a percentage of 82.73%. There were 26 students who were complete or around 81.25%, the average score percentage of student activity was 84%, and as many as 92.83% of students gave a positive response. The findings of this study indicate that the development of literacy-based interactive learning media is effective in improving students’ critical thinking skills in Islamic Religious Education subjects. The implication of this research is the need for literacy integration in Islamic learning to help students’ develop a deeper and more critical understanding of the subject matter.

Natural and Social Sciences (IPAS) learning in schools often faces challenges, especially in improving students' higher-order thinking skills. One of the factors that results in low learning outcomes in higher-order thinking skills is the use of learning models that do not involve students fully and actively. Therefore, an innovative and effective learning model is needed, one of which is the contextual teaching learning model using PhET media. This study was conducted to examine the application of the Contextual Teaching and Learning (CTL) model using PhET media on energy materials in grade 4 elementary school, and the significant influence of the Contextual Teaching and Learning (CTL) model using PhET media on Higher Order Thinking Skills in energy materials in grade 4 elementary school. he method used is a quasi-experimental qualitative design with a one-group pretest-posttest design. Data in the study were obtained through observation, tests and documentation. The data analysis technique in this study uses observation sheets to see the application of the contextual teaching learning model using PhET media, with a score of 87.5 in the satisfactory category. Descriptive statistical data were obtained; the average pretest score was 44.00. Then, after applying the Contextual Teaching and Learning (CTL) learning model using PhET media, it increased to 90.87. The normality test obtained a pre-test value of 0.057 ˃ 0.05, so the distribution of data in this pretest was distributed normally. As for the post-test, the results of higher-order thinking skills have a value of 0.541 ˃ 0.05 with normal distribution. The hypothesis test uses the Wilcoxon Signed Ranks Test with a Mean Rank of 8.00 and a Sum of Rank of 120.00 with a significance value of 0.000, which means that it is less than the significance level (α) of 0.05, so that H₀ is rejected. This means that there is a significant difference between pre-test and post-test scores. In conclusion, the Contextual Teaching and Learning (CTL) learning model using PhET media has an effect on Higher Order Thinking Skills in energy materials in grade 4 elementary school.