The Implementation of Contextual Learning Strategies to Stimulate Students' Critical Thinking Skills

Abstract

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