Contextual Teaching And Learning Research Articles

PENGARUH STRATEGI PEMBELAJARAN KONTEKSTUAL DAN KONSEP DIRI TERHADAP PEMAHAMAN KONSEP MATEMATIKA

The purpose of this study is to prove the existence of the learning effect of Contextual Teaching and Learning (CTL) strategy and the Self-Concept Toward Understanding Math Concepts Grade VIII MTs of Bangko. This research is the quantitative research, that’s the quasi-experimental. Data collection instruments such as questionnaires and tests the concept of self-understanding mathematical concepts. The research result are: (1) There is the influence of contextual teaching and learning strategies for understanding mathematical concepts. (2) There is the influence of self-concept to the understanding of mathematical concepts. (3) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a high self- concept. (4) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a low self-concept. (5) There is no interaction between learning strategy and self-concept. In this study it was found that CTL and self-concept in learning influence students' understanding of mathematical concepts, but CTL has a powerful role in increasing the understanding of mathematical concepts, regardless of whether the student is a high or low self-concept. Keyword: Contextual Teaching and Learning (CTL) Strategy, Self-Concept, and Understanding of Mathematical Concepts.

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.

Meta analisis kemampuan pemecahan masalah matematis siswa pada implementasi contextual teaching and learning (CTL)

The purpose of this study is to review the improvement of students' mathematical problem solving skills in the implementation of Contextual Teaching and Learning (CTL) from several articles in previous studies comprehensively and in depth in various schools, materials, or classes. This research method uses meta-analysis which consists of five stages, namely the definition of the research problem, data collection, coding process, statistical analysis, and presentation of results.. Based on the results of the study, it is obtained that the effect size value is included in the three categories of medium, large, and very large which means that the increase in mathematical problem solving ability on the implementation of Contextual Teaching and Learning (CTL) and the results of the calculation of the two means test can be found that then  is rejected which means that the average experimental group is better than the control group. Thus, there is an increase in students' mathematical problem solving ability in the implementation of Contextual Teaching and Learning (CTL).

PENERAPAN METODE PEMBELAJARAN CTL UNTUK MENINGKATKAN HASIL BELAJAR PAI DAN BUDI PEKERTI SISWA DI SMPN 2 SUMBERASIH PROBOLINGGO

Learning in schools is not only focused on providing material or provision of skills is theoretical knowledge, but also how to make students' learning experiences always associated with actual problems that occur in their environment. That way the author wants to apply a learning method that feels suitable to be applied at SMPN 2 Sumberasih in these problems, namely the author applies the CTL learning method which aims to improve student learning outcomes. Which can collaborate well so that the application of this method can be well received and students can also respond quickly in listening to the material. Not only for students but also can help teachers when KBM takes place, to make it easier to explain and practice it directly in real life. Parents also play an important role in this to support students' interest in learning. This CTL (contextual teaching and learning) learning method is a learning concept that can help teachers learn to link the content to be learned with the real world situation of students and encourage students to make connections between the knowledge they have and its application in their lives as members of the family and community.And with the application of this method it really helps collaboration between teachers and students. As well as students also understand the material better because they can connect the material that has been obtained by the teacher.

HOW DO E-WORKSHEET USING WIZER.ME BASED GOOGLE SITE IMPROVE HIGHER ORDER THINKING SKILLS AND COMMUNICATION SKILLS?

Higher Order Thinking Skills (HOTS) and Communication Skills (CS) must be taught to pre-service physics teacher in the twenty-first century if they are to become future professional physics teacher. Based on the results of the preliminary study it is known that the HOTS and CV categories of physics education students are still lacking with an average score of 25 and 3. In addition, learning time in class is limited to solving problems so lecturers want to take advantage of technology in making teaching materials that facilitate independent practice outside the classroom, easily accessible to pre-service physics teacher (paperless), easy to provide feedback and correction results from worksheets so that learning evaluation is more effective and efficient. One treatment that can be applied to train HOTS and CS is to use teaching materials in the form of electronic-worksheets (e-worksheets) using Wizer.me based Google Site. E-worksheets will be more optimal if applied in learning, namely the Contextual Teaching and Learning (CTL) model and the Blended Problem-Based Learning (B-PBL) model. The purpose of this study was to determine the effectiveness of e-worksheets in CTL and B-PBL using Wizer.me based Google Site, changes to HOTS and CS and to determine student perceptions of using e-worksheets. The research method is quasi-experimental with a two-treatment counterbalanced design. The population of this study was all statistical physics classes for the 2022/2023 academic year, consisting of 2 classes with a total of 66 students. The sampling technique was purposive sampling, with 33 students in each class. Data collection techniques used the HOTS test, communication skills observation sheets and perception questionnaires about the use of CTL and B-PBL-based e-worksheets. The HOTS test is in the form of a description with a total of 3 questions including analyzing (C4), evaluating (C5) and creating (C4). Communication skills observation sheets include systematics/format, use of language, completeness and sequence of contents. The perception questionnaire consists of 9 questions using the Guttman scale. Based on the results of data analysis, it is known that CTL and B-PBL-based e-worksheets are effective in training HOTS and CS with large categories, namely 0.88 and 0.91. The increase in HOTS and CS was in the high category in both classes but the increase in the BPBL-CTL class was better with N-Gain, namely 0.87 and 0.92. The results of the questionnaire analysis stated that physics education students gave a good response with almost all students stating that the use of e-worksheets using Wizer.me based Google Site could increase HOTS and CS and physics education students were more independent in finding solutions to problems. Based on the results of data analysis, it can be concluded that e-worksheets in CTL and B-PBL using Wizer.me based Google Site can increase HOTS and CS.

Fostering critical thinking and self-efficacy in mathematics students

This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN TEACHING AND LEARNING READING FOR THE ELEVENTH GRADE STUDENTS OF SMA N 1 JATINOM

The study aims to answer the question which becomes a problem of this study: “How is the application of the Contextual Teaching and Learning (CTL) in teaching and learning reading for the eleventh grade students of SMA N 1 Jatinom?”. The data are collected through observation, interview, and documentation in the process of the implementation of the Contextual Teaching and Learning (CTL) learning method. This study uses four steps to analyze data, namely data collection, data reduction, data display, and conclusions drawing. The step of application of Contextual Teaching and Learning (CTL) In the first step the teacher conveys the material to students and asks to listen to the material being explained. Secondly, the teacher asks students to read some of the material that has been explained. Thirdly, the teacher makes group discussions by dividing students into four groups, each group consisting of eight students. The fourth, students conducted discussions with their groups. Finally, students show the results of their discussion. After applying the Contextual Teaching and Learning (CTL) model, it becomes easier for students to understand the material and the teaching and learning process becomes more active and interactive.
 Keywords: application; reading; Contextual Teaching and Learning (CTL) model
  

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.

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR FISIKA MATERI POKOK BESARAN DAN SATUAN SISWA KELAS X SMA NEGERI 2 PADANGSIDIMPUAN

The aims of this research is to know whether there is a significant effect between learning model Contextual Teaching and Learning (CTL)  to the result of physics in quantity and unit  at the class ten students of SMA Negeri 2 Padangsidimpuan. The population is 323 students and sample was taken through cluster sampling, so the sample is 78 students. The data is collected by using questionnaire and test. Then the result of the research is processed in two stages. The first stage by using descriptive analysis, the second stage by using a statistical test correlation “r” product moment and two know whether there is an effect or not is used ttest formula.The result of the analyzed obtained by an average of 2,87 on X varible with the category “good” and Y variable obtained 75,06  with the category is “good”. The score of tcount is bigger then ttable (5,453 > 1,667). It can be concluded that the alternative hypothesis formulated in this research can be accepted the truth.

Implementasi Pendekatan Kontekstual pada Pembelajaran Bahasa Indonesia di Kelas IIB MIS Mutiara Aulia

This study aims to find out how teachers implement contextual approaches in the classroom. The research method used is field qualitative. By using this method, researchers obtain data through interviews, observations, and direct documentation in the field. The results of the study show that the Contextual Teaching and Learning (CTL) approach is very effective and efficient in the learning process. Students find it easier to understand the learning material because it is related to their daily lives. This learning approach is expected to encourage students to create and learn knowledge independently, as well as educate and motivate them to apply that knowledge in real life.

VALIDITY OF CONTEXTUAL TEACHING AND LEARNING (CTL) COMIC LEARNING MEDIA

The lack of student interest in learning mathematics is caused by the teaching materials used not being able to make students active so that student scores have not reached the Minimum Completeness Criteria (KKM). School teaching materials contain many questions with almost the same level of difficulty and solution methods so that students get a little bored of doing them. This research aims to develop mathematics learning media in the form of comics with Contextual Teaching and Learning (CTL) nuances to improve the mathematics learning outcomes of class VII students at SMP N 20 Jambi City. In this development it is expected to obtain valid mathematics learning media results. This type of research is development research that produces a product in the form of learning comics. The development of this comic uses the ADDIE model which consists of 5 stages, namely the Analyze, Design, Development, Implementation, Evaluation stages. The research subjects were class VII students of SMP N 20 Jambi City. Learning device validation was carried out by mathematics education experts and Indonesian language education experts. The overall validation results for comic media are very valid with a success rate of 85.52%. With this it can be concluded that the development of comic media with Contextual Teaching and Learning (CTL) nuances can be used as teaching material.

The use of contextual teaching and learning approach on students’ analytical exposition writing skills

The implementation of contextual teaching and learning approach has been widely used in English writing instruction in Indonesia. However, there is still a lack of study exploring the efficacy of applying Contextual Teaching and Learning (CTL) approach to teaching analytical exposition writing. Therefore, the study aims to look into the effects of CTL approach on the achievement of eleventh grade students’ analytical exposition writing skill and students’ perceptions on the advantages and challenges toward learning with the approach. The participants were 35 eleventh grade students with mixed-English ability. The method of study was mixed method research which employed quantitative and qualitative instruments. The quantitative instruments were analytical exposition writing pre-test and post-test, and three questionnaires. In contrast, the qualitative instrument was semi-structured interview. The findings of this study indicate that the contextual teaching and learning approach significantly improves students’ analytical exposition writing skill at the 0.05 level. In addition, students also revealed to have positive perceptions toward the CTL approach as it could provide them to write analytical exposition text with the topic that was relevant to their real-life experience, thus making them to have strong understanding of the topic and good content knowledge. To sum up, this study can provide valuable insights for writing teachers to tailor their instruction and writing lesson in analytical exposition text to align with students’ real-life experiences. As a result, students’ comprehension of the subject matter and its relevance can be greatly improved. Thus, it is advisable that contextual teaching and learning be encouraged to be applied in the classroom to assist students’ improvement in writing analytical exposition texts.

Multimedia Development of Pictionary Games with a Contextual Teaching and Learning (CTL) Approach in Improving Mufradat Mastery of Class IV Students at MIS Darussa'adah Bunobogu

This research aims to produce a product in the form of a multimedia pictionary game using the CTL approach as well as to determine the effectiveness of using this multimedia in improving the mastery of the mufradat of students in class IV at MIS Darussa'adah Bunobogu. The development of the multimedia pictionary game with the CTL approach uses the research and development (R&D) research method. The development stages carried out in this research are ADDIE or what is known as analysis, design, development, implementation and evaluation. Initial product development was based on needs analysis and then validated by 3 experts, namely material experts, media experts and language experts. The results of this development research are multimedia products for pictionary games using the CTL approach which have been tested for their suitability by media experts, linguists, material experts and students as media users. Overall validation results show good results, namely getting a very decent category with details: Material experts get a score of 96%, media experts get a score of 96%, and language experts get a score of 96%. As for the feasibility data, according to the students, they got a score of 98% and according to the teacher they got a score of 91%. Based on these values, it can be concluded that the multimedia pictionary game with the CTL approach will be effectively used to improve the mastery of the mufradat of class IV students at MIS Darussa'adah Bunobogu.Keywords: Development, Multimedia Pictionary Game, CTL Approach, Mufradat.

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

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

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

Metode Pembelajaran Guru Aqidah Akhlak

This study intends to find out the actual nature of the Aqidah Akhlak learning technique, find the issues associated with applying learning methods in Aqidah Akhlak subjects, and find solutions to these issues. An observation-based qualitative method of data collecting was employed in the development of this study. The results of the analysis show that the reality of the teacher uses the learning method from the learning method carried out by Dra. Wiwi Marwiyah, M.Pd.I in the subject of Aqidah Akhlak with hypocrisy and ghadab material is to use lecture, question and answer and discussion methods. In the learning process, the teacher comes in and starts it in a timely, informative, and interactive manner. As for the problems with using the learning method, there are still students chatting when the teacher explains using the lecture method, and the teacher has not succeeded in getting students to appear in front of them to re-present the material that has been delivered. Thus, hypocritical and ghadab material is not compatible with the lecture method, so CTL (contextual teaching and learning) and PBL (problem-based learning) methods must be used.

Islamic Religious Education Learning Model in the 21st Century: Systematic Literature Review

Choosing a suitable learning model in Islamic religious education is important in achieving educational goals in the 21st Century. Thus, researchers emphasize two aspects in this study. Firstly, what are the Islamic religious education learning models widely used in the teaching and learning process in the 21st Century? Secondly, what is the urgency of using Islamic Religious Education Learning Models in the 21st Century? A systematic literature review (SLR) was conducted to achieve these objectives, consisting of the selection and PRISMA methodology, which involves systematic planning, identification, feasibility testing, and meta-analysis, including applicable theories of articles from the Crossref and Scopus databases that addressed specific topics (Islamic religious education, Islamic religious education learning, and Islamic religious education learning model). The findings of the analysis indicate that there are nine prevalent learning models utilized by teachers in Islamic religious education: blended learning (BL), problem-based learning (PBL), experiential learning (EL), discovery learning (DL), contextual teaching and learning (CTL), cooperative learning (CL), reflective learning, and electronic learning. This research shows that educators in Islamic religious education can explore and choose learning models appropriate to the teaching material. For example, regarding material on the history of Islamic civilization, teachers can use the discovery learning (DL) method to ensure the Islamic religious education learning process can run optimally according to students' needs.

Implementation of Contextual Teaching and Learning (CTL) To Improve Student Learning Outcomes In Subject Study Forces Affect The Movement of Objects In Class IV SDN II Ponrewaru

Based on the researcher's experience while teaching the style material influencing the motion of objects in class IV SDN II Ponrewaru, Kolaka Regency and the results of interviews with the class IV teacher for his experience teaching Natural Sciences, it does not activate students directly in the learning process, it does not give students the opportunity to construct knowledge that is has by connecting it with phenomena that exist in the environment around students. Based on this, the formulation of the problem in this study is whether the application of Contextual Teaching and Learning (CTL) can improve learning outcomes of the subject matter gayaaffecting the motion of objects in class IV SDN II Ponrewaru, Kolaka Regency. This study uses a qualitative approach to the type of action research. Actions in this study consisted of two cycles. Each cycle goes through four stages, namely planning, implementing, observing, and reflecting. From the formulation of the problem, data presentation and discussion, it is concluded that learning through the application of Contextual Teaching and Learning (CTL) to improve student learning outcomes on the subject of styles influencing motion of objects in class IV DSN II Ponrewaru, Kolaka Regency, this learning is carried out in five stages, namely the initial stage , the core stage, and the final stage. activities in the early stages include: (1) explaining the learning objectives (2) explaining the tools needed and motivating students to be involved in problem solving activities. while the core activities consist of (1) managing students' initial knowledge to the problem (2) guiding the investigation and the group. While the final activity includes (1) reflecting on the problem solving process (2) providing an evaluation. Based on the evaluation of the process and the evaluation of the results in each study, the student learning outcomes in the subject of language gayainfluencing the motion of objects at SDN II Ponrewari increased by using the Contextual Teaching and Learning approach.

Pengaruh Penggunaan Bahan Ajar Biologi dengan Pendekatan Contextual Teaching and Learning (CTL) pada Materi Ekosistem Terhadap Hasil Belajar Siswa

Teaching materials are a set of subject matter that is arranged systematically displaying the integrity of the competencies that will be mastered by students in learning activities. Teaching materials can help teachers in delivering learning materials, so that learning objectives can be achieved. This study aims to determine the effect of the use of biology teaching materials with a Contextual Teaching and Learning (CTL) approach on ecosystem materials on the learning outcomes of grade VII MTs Al-Hilaal students. This type of research is quantitative descriptive with a sample of 32 people. The instruments used are questionnaires and test questions. The data analysis technique used uses simple linear regression analysis by first conducting a pre-requisite analysis test, namely the data normality test and the data homogeneity test. Based on the results of data analysis, it is known that there is a significant influence on the use of biology teaching materials with a Contextual Teaching and Learning (CTL) approach on ecosystem materials on the learning outcomes of grade VII MTs Al-Hilaal Katapang students. The influence of the use of biology teaching materials with a Contextual Teaching and Learning (CTL) approach on ecosystem materials on the learning outcomes of grade VII MTs Al-Hilaal Katapang students, West Seram Regency, is 59.20% and the remaining 40.80% is influenced by other factors.

Pengaruh Penggunaan Bahan Ajar Biologi dengan Pendekatan Contextual Teaching and Learning (CTL) pada Materi Ekosistem Terhadap Hasil Belajar Siswa

Teaching materials are a set of subject matter that is arranged systematically displaying the integrity of the competencies that will be mastered by students in learning activities. Teaching materials can help teachers in delivering learning materials, so that learning objectives can be achieved. This study aims to determine the effect of the use of biology teaching materials with a Contextual Teaching and Learning (CTL) approach on ecosystem materials on the learning outcomes of grade VII MTs Al-Hilaal students. This type of research is quantitative descriptive with a sample of 32 people. The instruments used are questionnaires and test questions. The data analysis technique used uses simple linear regression analysis by first conducting a pre-requisite analysis test, namely the data normality test and the data homogeneity test. Based on the results of data analysis, it is known that there is a significant influence on the use of biology teaching materials with a Contextual Teaching and Learning (CTL) approach on ecosystem materials on the learning outcomes of grade VII MTs Al-Hilaal Katapang students. The influence of the use of biology teaching materials with a Contextual Teaching and Learning (CTL) approach on ecosystem materials on the learning outcomes of grade VII MTs Al-Hilaal Katapang students, West Seram Regency, is 59.20% and the remaining 40.80% is influenced by other factors.