Contextual Teaching And Learning Model Research Articles

Deuteronomy and Contextual Teaching and Learning in Christian-Jewish religious education

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration of digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education.

USING VIDEO ANIMATION IN CONTEXTUAL TEACHING AND LEARNING TO ENHANCE STUDENT ENGAGEMENT IN SCIENCE LEARNING

Science learning that only prioritizes conceptual learning and ignores relevance to the environmental context and society in which students live needs to be immediately abandoned and changed to contextual learning oriented towards student activity and engagement. The research aims to implement the contextual teaching and learning (CTL) model assisted by video animation to improve student learning processes and engagement in science learning about the Water Cycle. For this reason, a qualitative approach to this type of classroom action research is a research method that is considered relevant. Class actions were carried out in cycles (planning, implementation, observation and reflection) in class 5 of SDN 3 Watang Sidenreng, Sidrap Regency, South Sulawesi. Three instruments were used as data collection tools: teacher and student observation sheets and student learning engagement observation. Descriptive analysis was used for the analysis of data. The result is significant changes after implementing three class actions, especially in the student-centred orientation of learning science. With worksheets supported by animated video media, everything strengthens the contextualization of the Water Cycle material to be closer to students' daily phenomena. Various activities and learning experiences are realized when implementing the CTL model's seven learning steps (syntax). At the end of the cycle, student engagement could increase significantly. Thus, implementing CTL assisted by video animation could improve the learning process and engagement.

PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR FISIKA PADA MATERI POKOK KALOR SISWA KELAS X SMA NEGERI


 The aim of this research was to know wheater there was a significant influence of using Contextual Teaching and Learning (CTL) model on students’ achievement in heat subject at the tenth grade students of SMA Negeri . The approach of this research was experimental method. Population of this reseacrh was all the tenth grade students of SMA Negeri which include 128 students or 3 classes. The sampling technique was random technique sampling, so the sample was 42 students. In collecting the data, the writer used test and questionnaire. The data was analyzed two ways. They are descriptive analysis and inferential statistics. Based on the descriptive analysis, the average of using CTL model in heat was 2.88, it was categorized “good”. Students’ achievement in heat subject before using CTL model had score 65.6, it was categorized “enough”. Students’ achievement in heat subject after using CTL model had score 72,2 it was categorized “good”. Based on statistics inferential statistic, it could be gotten that tcount=7.45 significant error level 5%, significant confidence level 95%, df = N – 2 = 42-2 = 40, it could be found that ttable= 1.68. It could be seen that tcount was graeter ttable (7.45 >1.68). It means, the alternative hypothesis was accepted. In the other words, there was a significant influence of using CTL model on students’ achievement in heat subject at the tenth grade students of SMA Negeri.

PENGGUNAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEAKTIFAN SISWA

The problem faced is that the learning outcomes and student activity in class VII MTs N 5 Boyolali are still low. This research aims to find out that the use of the Contextual Teaching and Learning (CTL) learning model can improve learning outcomes and student activity in learning. This type of research is descriptive qualitative which provides an overview of the application of the CTL learning model to improve learning outcomes and student activity. The design of this research is pre-experimental with a one group pretest-posttest design. The population and sampling were class VII students at MTs N 5 Boyolali, totaling 33 students. The method for collecting data on student learning outcomes is in the form of test sheets and questionnaires for student activity. The data analysis technique uses the N-gain score test to calculate the comparison of pretest and posttest scores. The research results show that the use of the CTL model is 61.38% effective in improving student learning outcomes. Apart from that, there was an increase in student activity by 84.4% of students actively participating in learning activities. It was concluded that the use of the CTL learning model can improve learning outcomes and student activity in learning

Meta-Analysis: The Effect of Contextual Teaching and Learning (CTL) Learning Model on Student Skills

This research literary study that discusses the meta-analysis that examined 17 national and international scale journals articles from 2009 to 2020. The data collection technique that will be analyzed is observation of journals based on the components of student skills. Based journals articles using the Contextual Teaching and Learning (CTL) learning model. The 17 journals articles average effect size value was 0.71 in the medium category, based on the educational level of the CTL model, the skills of students were more influential at the junior high school education level with an average effect size value of 0.952 in the large category compared to kindergarten, elementary, high school and university education levels. Based on the teaching materials used by the CTL model, students' skills are more influential in using solar system teaching materials with an average effect size value of 1.24 in the large category. As for the influence of the CTL model on student skills, the science process skills obtained are greater than critical thinking skills and creative thinking with an average effect size value of 0.816 in the large category.

The Influence Model Contextual Teaching and Learning Component Community on Social Skills of Elementary School Students

Social skills abilities in society are very necessary to prepare good and educated citizens. Social skills need to be developed in learning through models, methods, approaches or learning techniques, especially in social studies learning. To determine the influence of the Community Component Contextual Teaching and Learning model in efforts to improve social skills abilities, as well as determine the increase in the final score of students' social skills abilities, the researchers used a quasi experiment (quasi experiment). The subjects in this study consisted of 48 fifth grade elementary school students. The results of data analysis show that the influence of the CTL model on students' social skills is 49.6%. The results of the n-gain t test obtained a sig value of 0.000, so H0 rejected so it can be concluded that the increase in social skills abilities of students who receive CTL model learning is better than students who receive conventional learning.
 Keywords: Contextual Teaching and Learning (CTL) Model, Learning Community, Student Social Skills

Implementation of Contextual Teaching and Learning Model on Web-Based Learning Multimedia for Database Subjects

Database is one of the important components in an information system because the database will provide information that will be used by the user. Preliminary research reveals information that understanding material regarding Entity Relationship Diagram (ERD) is still difficult for students to understand. Understanding database concepts requires relationships that are based on perceptions in the real world. Contextual Teaching and Learning (CTL) is a learning concept that will help teachers to relate learning material to the actual situation experienced by students. This research uses comparative causal quantitative research and applies the Extensive Lifecycle (ELC) software development method. This research got the following results: 1) Multimedia web-based learning has a percentage of 188.5 with the category "Very Good" by media experts. 2) The use of web-based learning multimedia with the CTL model has been proven to improve students' conceptual understanding as evidenced by an increase in the mean gain value of 0.59 with the effectiveness criterion of "moderate". 3) Based on the correlation test, there is a relationship between student gain scores and multimedia learning. 4) Students provide an assessment of multimedia learning by giving a score of 312 from the ideal score of 334.

Analysis of Creative Thinking Skills Based on Contextual Teaching and Learning in Physics Education Students

This study aims to analyze students' creative thinking skills based on Contextual Teaching and Learning (CTL) in basic physics 1 subject, the physics education study program at Pattimura University. The research subjects were 22 students in semester 1 class of 2022. This research uses quantitative and qualitative descriptive research types. The research design used is a one shot case study. The instruments in this study are, 1) Observation sheets, to assess student creativity during the learning process. 2) Questionnaire sheet, to see student responses related to CTL learning and creative thinking skills. Data analysis in this study was carried out using quantitative descriptive analysis. The results of the study show that indicators of creative thinking skills have percentages, namely Elaboration of 60.61%, Flexibility of 57.58%, and Originality of 56.06%. The three indicators have percentages above 50% and the average final score for creative thinking skills for physics students class of 2022 is 58.08. So it can be said that creative thinking skills are sufficiently mastered by students. Student response data to learning using the CTL model was obtained at 73.27% in the satisfactory category. Based on the results of the study, it can be concluded that students' creative thinking skills based on CTL are sufficiently mastered by students

Penerapan Model CTL dalam Meningkatkan Hasil Belajar Materi Haji dan Umrah pada Siswa Kelas VI SD IT Sairussalam

Penerapan Model CTL dalam Meningkatkan Hasil Belajar Materi Haji dan Umrah pada Siswa Kelas VI SD IT Sairussalam

EFEKTIVITAS MODEL PEMBELAJARAN CTL (CONTEXTUAL TEACHING AND LEARNING) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII SMP NEGERI 3 RAKIT KULIM

The study aims to determine the effectiveness of the CTL (Contextual Teaching and Learning) learning model on the ability to understand mathematical concepts in class VIII students of SMP Negeri 3 Rakit Kulim. This type of research is a quasi-experimental. The research design used was the Randomized Subjects Posttest Only Control Group Design. The population in this study were all students of class VIII SMP Negeri 3 Rakit Kulim. The Sampling technique is Nonprobability Sampling. Class VIII.B was selected as the experimental class and class VIII.A as control class. The data collection technique used in this study was a test of the ability to understand mathematical concepts in the form of essay questions. Data analysis techniques in this study used the Normality Test, Homogeneity Test and Hypothesis Test. Based on the result of research on the two sample classes, it was found that form the results of data analysis with the T-test, the result of Sig. < α is 0,00 < 0,05. Then the decision taken is to accept H1 and reject H0. Thus there is a significant difference between the average student learning outcomes in the experimental class using the CTL (Contextual Teaching and Learning) model which is better than the control class. So it be concluded that CTL (Sontextual Teaching and Learning) learning is effective on the ability to understand mathematical concepts in class VIII students of SMP Negeri 3 Rakit Kulim.

The Effect of Ethnoscience-Based CTL (Contextual Teaching and Learning) Model on Motivation and Physics Learning Outcomes of Students on the topic of Sound Waves

The purpose of this study was to determine the effect of using the ethnoscience-based CTL (contextual teaching and learning) model on student motivation and learning outcomes on the topic of sound waves in class XI MIPA 4 at SMA Negeri 2 Mataram. This research method uses a mixed method, with the sampling technique using the purposive sampling method. The research subjects were 26 students of class XI MIPA 4 SMA Negeri 2 Mataram. Quantitative data were analyzed using statistical analysis techniques through t-test by first doing normality test and homogeneity test. The results showed that the calculated t value was greater than the t table value, which was 9,203 which was greater than 2,068. Based on the results of the interviews showed an increase in the understanding of the concepts possessed by students. Thus, there is an effect of applying the Ethnoscience-based CTL model to students' motivation and learning outcomes

Peningkatan Pengetahuan dan Keterampilan Menulis Puisi Melalui Pendekatan Contextual Teaching and Learning pada Siswa SD Inpres Tela Kabupaten Maluku Barat Daya

Writing poetry is an activity that requires knowledge and skills. The contextual teaching and learning (CTL) model is used as a learning concept that connects students' knowledge with its application in everyday life, linking learning to the environment around students which is divided into 2 cycles. The first cycle uses the lecture model and the second cycle uses the CTL model. The number of respondents who participated in this study were 28 students. It was concluded that the Contextual Teaching and Learning (CTL) learning model proved effective in increasing the knowledge and skills of writing poetry for the fifth grade students of SD Inpres Tela, Southwest Maluku Regency by 79%.

The Effects of Contextual Teaching and Learning (CTL) Model and Initial Abilities of Students Critical Thinking Skills in Class VII Natural Science Subject MTsN 2 Kerinci

The observation results show that students' critical thinking skills are still low. This is due to low learning activity, lack of teacher innovation, teachers do not pay attention to initial abilities and conventional learning. Efforts that can be made to overcome this problem are by using the Contextual Teaching and Learning (CTL) learning model. The purpose of this study was to see the effect of the CTL model and initial abilities on students' critical thinking skills in science learning. This research is a quasi-experimental research. The research population was students of class VII MTsN 2 Kerinci. The sample was taken by purposive sampling, so class VIId was the control class and class VIIc was the experimental class. Data analysis on hypothesis testing was carried out using two-way ANOVA. The research results obtained were (1) The average value of critical thinking skills in the experimental class was 78.02 with high criteria while the control class was 67.60 with moderate criteria. (2) The value of students' critical thinking skills with high initial abilities in the experimental class was 83.96 with very high criteria while the control class was 72.12 with high criteria. (3) The value of critical thinking skills of students with low initial abilities in the experimental class was 72.08 with high criteria while the control class was 62.08 with low criteria. (4) There is no interaction between the CTL learning model and students' initial abilities in influencing students' critical thinking skills.

The Influence of Contextual Teaching and Learning (CTL) Models on Student Activities and Learning Outcomes on Plant Seeds Material in First Grade (X Class) Senior High School

Contextual teaching and learning (CTL) is a learning model that focuses on the contribution of students to have choices in finding the material being studied and linking it to real situations to support students in applying it in their lives. The purpose of this study was to determine the effect of the Contextual Teaching and Learning (CTL) model on the activities and learning outcomes of students in first grade (X class) of Senior High School of SMA Negeri 1 Aek Songsongan with a sample of 69 students. The research approach uses a quantitative approach, with an experimental method with a nonequivalent control group design. Collecting data using pre-test and post-test scores consisting of six cognitive insights according to Bloom's taxonomy, namely aspects of remembering, understanding, applying, analyzing, synthesizing, and evaluating. And data collection also uses observation sheets to see student learning activities. In the instrument, the observation sheet for student learning activities includes six indicators, namely indicators of paying attention, asking and answering, expressing opinions, listening, solving problems, and being enthusiastic in participating in learning. The data obtained will be presented in the form of numbers and then analyzed using SPSS 24. The results of the research indicate that there is a significant effect on student learning activities after being given treatment using the Contextual Teaching and Learning learning model. the average value of student learning activities in the experimental class is good with a percentage value of 85.47% and the average value of student learning activities in the control class is quite good with a percentage value of 71.87%. The results also showed that there was a significant effect on student learning outcomes after being given treatment using the CTL model with the mean value of learning outcomes in the experimental class was 75.18 and the mean value in the control class were 60

THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING MODEL THROUGH ENERGY IN LIVING SYSTEMS VIDEO ON STUDENTS’ ACHIEVEMENT

This study aims to determine students’ achievement after applying the Contextual Teaching and Learning (CTL) learning model with the SETS approach through Energy-in-Living Systems video. The method was pre-experimental with one-group pretest-posttest design. The sampling method was purpose sampling involving class VII-H students at SMPN 26 Surabaya as many as 22 people. Data was collected through observation sheets (student activities and learning implementation), learning outcomes tests, and response questionnaires. Observation sheets were analyzed using a Likert scale (score range 1-4), learning outcomes tests included pretest and posttest (15 questions each) which were analyzed using the N-Gain test, and the response questionnaire using the Gutmann scale (Yes and No ). The results of student activities and the implementation of learning in two meetings were categorized very well. The learning outcomes of 15 students reached a percentage of 68% (criteria: high) and 7 students reached a percentage of 32% (criteria: moderate). The increase in the N-Gain score was obtained by 0.76 which was categorized as high and a total of 22 students completed so that the classical mastery of learning reached 100%. The responses of students who are interested in the application of the CTL model through video obtained an average percentage of 91.6%. It is concluded that the application of the CTL learning model with the SETS approach through Energy-in-Living Systems video was appropriate and succeeded in improving students’ achievement.

Students' Creative Thinking Skills on Reaction Rate Topic through Contextual Teaching and Learning Model

This research aims to analyze the contextual teaching and learning (CTL) model on students' creative thinking skills on the reaction rate topic. This quantitative research used true experimental design of pretest-posttest control. The samples used in this study were from 11th grade at SMA Negeri 1 Pinolosian. The experimental class sample was given treatment of the CTL learning model while the control class used conventional learning, respectively, were 31 and 30 students of 93 populations. Based on a questionnaire, students' creative thinking skills were obtained through observation during the learning process. The data analysis of the test instrument was carried out through a validity test using the product-moment correlation technique (significant level = 0.05), Lilliefors normality test, homogeneity of variance test and ttest. The CTL implementation questionnaire and instrument test data were converted into percentages and categorized. The results showed that the application of the CTL model had a positive effect on students' creative thinking abilities, evidenced by the average score of students in the experimental class before and after treatment increased from 14.55 to 74.84. Otherwise, in the control class, the scores were 30.59 to 33.56. The percentage of students' achievement in creative thinking aspects in the experimental class was good (61%-80%) while the control class was less good (21%-40%). The creative thinking abilities of both classes are very different, which is also reflected in the learning outcomes. The value of tcount (2.240) was greater than ttable (2.042) at the significant level = 0.05, and the hypothesis of H0 was rejected, or H1 was accepted. The application of the CTL learning model positively influenced students' creative thinking skills on the reaction rate material. Students' low originality abilities compared to fluency, flexibility, and elaboration abilities were also discussed.

Development of Based Learning Devices Contextual Teaching and Learning Models to Improve Communication Capabilities Student Mathematics

This study aims to: (1) produce quality Contextual Teaching and Learning (CTL) model-based learning tools (valid, practical, and effective) for class X students of SMA Negeri 1 Singkil, (2) Analyze the improvement of students' mathematical communication skills after being taught using model-based learning. Contextual Teaching and Learning (CTL) in class X SMA Negeri 1 Singkil, (3) analyzing the achievement of student self-efficacy after using learning tools based on the CTL model in class X SMA Negeri 1 Singkil. The type of research used is development research using a 4-D development model. From the results of trial I and trial II obtained: (1) The validity of the learning device according to the expert team is valid; The learning tools meet the practical criteria, namely a) the response of the expert team to the learning tools can be used with minor revisions b) the observer's assessment on the Observation sheet on the implementation of the learning tools which is stated in the very good category; Learning devices meet the effective criteria, namely a) classical student learning completeness has been achieved in the second trial, namely 94.44% b) The formulated learning objectives have been achieved, c) students gave a positive response to learning tools, d) Time allocation does not exceed learning normal; (2) Mathematical communication ability using the developed learning tools increased, in terms of the N-Gain Score. Mathematical communication ability test increased by 0.5 with moderate criteria, in Test II increased by 0.6 with moderate criteria; Keywords: Learning Device Development, CTL Learning Model, Mathematical Communication Ability DOI: 10.7176/JEP/13-11-07 Publication date: April 30 th 2022

CONTEXTUAL TEACHING AND LEARNING IN LEARNING ENVIRONMENTAL POLLUTION: THE EFFECT ON STUDENT LEARNING OUTCOMES

Contextual Teaching and Learning (CTL) is a learning concept helps teachers relate subject concepts to real-world situations and student engagement to find materials learned and connect in everyday life. This study aims to determine the influence of CTL to improve student learning outcomes on environmental pollution materials during pandemics. The research was conducted at Manokwari Advent Junior High School in April-May 2021. The sample of learning grade VII A (experimental class) number of learners as many as 22 people and grade VII B (control class) the number of learners 20 people. This research method was quasi-experimentation with a nonequivalent control group design, an instrument used in research in the form of cognitive tests in the form of multiple choice. Analysis of data mechanisms used in the study was a normality test, homogeneity testing, and followed by hypothesis testing using the SPSS IMB 20 mentoring program. After the test was obtained, the results of the learning class experimental have an average post-test of 86.25, while the value of the post-test control class is 45.25; then, it can be concluded that the CTL model can improve the learner learning outcomes

Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII SMPN 1 Bambanglipuro

The ability to solve problems is a basic ability which is one of the goals of learning mathematics. Contextual Teaching and Learning (CTL) based on ethnomathematics can be a solution to improve students' mathematical problem solving abilities with a cultural approach around students. This study aims to determine the effectiveness of the application of ethnomathematical-based CTL model on the mathematical problem solving abilities of class VIII students of SMP N 1 Bambanglipuro. This research is a quantitative research with a quasi-experimental type. The design of this research is non-equivalent control group design. The population in this study were all eighth grade students of SMP N 1 Bambanglipuro for the 2020/2021 academic year. Purposive sampling technique used to select class VIII A as the control class, conducted 24 students, and class VIII C as the experimental class, conducted 24 students. The instrument used to determine the level of student problem solving is in the form of Prisma essay test material. The data analysis technique used is the average difference test using the t-test. The results showed that the average mathematical problem solving of students with the ethnomathematics-based CTL model was more than the average mathematical problem solving of students with conventional learning. Thus it can be said that the application of ethnomathematical-based CTL is effective in solving students' mathematical problems.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL)PADA PEMBELAJARAN TEMATIK TERPADU SISWA KELAS IV

This study discusses the Development of Student Worksheets Based on Contextual Teaching And Learning (CTL) in Integrated Thematic Learning for Class IV Students. The objectives to be achieved are to find out and describe the feasibility and responses of teachers and students regarding Contextual Teaching and Learning-Based Student Worksheets. This research is research and development. The research development model used modifies the 4D model. The object of this development research is a product of teaching materials in the form of thematic LKPD based on Contextual Teaching and Learning. While the subjects in this study were experts and teachers of elementary school 89 Bengkulu City. The instruments in this study include validation sheets and questionnaires for teacher and student responses. The results of expert validation between stage I and stage II showed a significant increase. Based on expert validation assessments and teacher responses and student responses, LKPD using the developed CTL model is very good to use. The CTL model is able to provide learning that is in accordance with the characteristics of elementary school children who are in the concrete operational period. In addition, the CTL model is in accordance with thematic learning with its ability to present students' world of learning in a holistic, meaningful, authentic, and active way for students.