Self-regulated learning through Contextual Teaching and Learning (CTL) approach

Abstract

Self-regulated learning is essential and must be a concern for teachers in the learning process. Self-regulated learning is one of the affective aspects that play a vital role in achieving mathematics learning outcomes. Students’ self-regulated learning is generally still relatively low. This study aims to determine students’ self-regulated learning through the Contextual Teaching and Learning (CTL) approach. The research sample was eighth-grade students in one of the junior high schools in Banda Aceh. The research instrument was a students’ self-regulated learning questionnaire. Data were analyzed using descriptive statistics. The results showed that most students (55%) had good self-regulated learning after learning with the CTL approach. Besides, 42% of students had sufficient category, and only 3% were in a low category. Overall, students gave a positive response to learning with the CTL approach.