Contextual Teaching Learning Approach Research Articles

Designing a Learning Model with a Contextual Teaching Learning Approach Based on the Flipped Classroom to Improve Science Understanding

This research aims to describe a learning model design with a Contextual Teaching Learning (CTL) approach based on the Flipped Classroom to increase the understanding of science concepts. The research is categorized as qualitative research with descriptive analysis. Data were obtained from literature studies, documentation, and expert opinions related to the design of learning models. Several theories that support the design of learning models with a CTL approach based on the Flipped Classroom to improve understanding of science concepts were studied. The result of this research is a learning model design named Contextual Flipped Group Classroom (CFGC), which has the syntax of Networked Learning, Active Inquiry, Student Empowerment, Reflective Practice, and Authentic Assessment.

The Effect of Implementing the Contextual Teaching Learning (CTL) Approach on the Formation of Students' Physics Behavior

Purpose of the study: This research aims to determine the effect of implementing the Contextual Teaching Learning (CTL) approach on the formation of junior high school students' physics behavior.
 Methodology: This research is quantitative research with associative causal type. The total research sample was 69 students with a sampling technique using purposive sampling. The instruments used in this research were questionnaires and interviews. The data analysis techniques used in this research are descriptive statistics and inferential statistics.
 Main Findings: Based on the results of statistical analysis using SPSS 21, it was found that there was an influence of the application of Contextual Teaching (CTL) on the formation of physics behavior in class VIII SMP students with an influence percentage of 42%. With the regression equation Y = 45.508 + 0.363X. This means that if the CTL approach is not used in the physics learning process, the student's physics behavior score will be 45.508. Then, for every 1% increase in the level of the CTL approach, the physics behavior of class VII middle school students will increase by 0.363.l.
 Novelty/Originality of this study: The findings of this research indicate that this approach in the teaching process is important to use as a means to increase the nuances of learning in the classroom to be more meaningful. The novelty of this research is that it is useful as a means of improving physics teaching and learning strategies in the classroom in order to shape students' positive behavior.

PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS PENDEKATAN KONTEKSTUAL PADA MATERI POLA BILANGAN KELAS VIII SMP

This research was conducted at SMPN 1 X Koto Singkarak which aims to develop a valid and practical learning videos based on a contextual teaching learning approach on number pattern used as a learning media to attract student’s attention and help their learning process to be more active. The development of these video uses Plomp Model which has three stages, namely Preliminary research, prototyping phase and assessment phase. Formative evaluation is carried out on learning videos that are developed to become better products. From the result of the development of this learning video obtained a validity value 85.10 % with a very valid category, the value of practicality based on student’s resposes in 86.45 % with a very practical category and the value of practicality based on teacher’s respond in 81,25% with practical category. Base on this, the learning video based on the contextual teaching learning approach that has been developed is valid and practical. Keywords — Learning Media, Learning Video, Contextual Teaching Learning Approach

Developing Speaking Instructional Materials through Contextual Teaching and Learning

This study aims to produce speaking materials based on the students’ need and interests of Contextual Teaching Learning Approach. This research uses Research and Development design. In the context of the study, the researcher used questionnaire and interview guide. The draft of developed material focused on speaking and it was developed based on curriculum 2013. There are 11 units in this developed material.The researcher found that the materials was appropriate to the students. The students were interested to the topics so they were anthusiastic to speak in the class. It was because they thought that they really knew about the topic and it made them easy to prticipate the lesson. The students also interested with some pictures that display their classmate . It encourage them to read the materials anthusiasly.

Implementasi Pendekatan Pembelajaran Kontekstual dalam Peningkatan Kemandirian Belajar Siswa (Studi Literatur)

This study aims to determine the application of Contextual Teaching Learning (CTL) in the learning process. This research is a literature study, which aims to determine the application of contextual learning approaches in learning in fostering student learning independence. In this study, the researcher first formulates the problem, then proceeds to explore existing and relevant research for analysis. Data collection techniques by browsing electronic journals, theses, and under theses through Google Schoolar. From the research results of 20 relevant articles, it shows that the CTL approach is very effective in increasing students' learning independence. This is because the CTL approach encourages students to construct their knowledge by applying it in everyday life as members of the family and community.

Structure and Application of Master’s Level Course of Political Science at Tribhuvan University

The course of political science at the master’s level is examined in horizontal perspectives with interpretive and constructionism as a philosophic base. The objective of this article is two folds. The first is to review the limitation of the current courses, application, and evaluation manuals and the second is to envisage the application mode and its faculties. The study is based on primary as well as secondary sources of information. The information is collected through a documentary (office record) and telephonic survey. The study follows a mixed method of research. Shifting in semester system from the pre-existing annual system is a reformative step towards quality education. But there are still some challenges in connecting the syllabus and curricular activities to the market. To some extent, the objective of the current course is vague, unspecific, and general. The lack of minimum number of faculties in the periphery and expertise in the Kathmandu valley is a problem for the application of the course. It is needed to train the faculties and adopt more contextual teaching-learning approach as envisioned by the new education policy, 2076. It identifies some contextual issues to make the course more specific, practicable, and applicable. It suggests an alternative learning and evaluation pattern that covers complexities like Covid and the lack of faculties.

THE IMPLEMENTATION OF CONTEXTUAL TEACHING LEARNING APPROACH IN TEACHING READING COMPREHENSION TO ANALYTICAL EXPOSITION TEXT

English is a language that is found in all fields of Education, which makes English as a language skill that must be mastered by students. There are four skills in learning English namely; reading, writing, speaking and listening. Reading comprehension is one of the skills which is important to develop by all learners because by reading people can improve their knowledge. The problems were the students had poor vocabulary. The researcher applies (CTL) Contextual Teaching Learning approach, to help students understand English-language reading. The objectives of this research entitled “the implementation of contextual teaching-learning approach in teaching reading comprehension to analytical exposition text” was to found out the implementation of the scenario and the students' responses in teaching-learning reading comprehension. This study used descriptive qualitative as a research design. The subject of this research was the grade XI of students’ senior high school in Cimahi consisted of 20 students. The results of this research showed CTL was successfully implemented based on scenarios prepared by the researchers. Using CTL was able to improve students' motivation in learning reading comprehension. It was expressed by students and teachers in the observation sheets and questionnaires. Keywords : Contextual Teaching Learning (CTL), Reading comprehension, Analytical exposition.

Empowering reading and writing skills of primary students with contextual teaching learning approach

Background: To some students, learning Indonesian is very boring especially for students who are not used to read and write.
 Purpose: This study aims to improve the Indonesian Language Learning Outcomes in grade II students at Sukajadi 02 Elementary School in the Indonesian language subject.
 Design and methods: This classroom action research refers to the Kemmis and Mc Taggart Model which is commonly referred to as the spiral model consisting of four stages. The planning stage, the action stage, the observation stage, the reflection stage.
 Results: The result showed that Through the Contextual Teaching and Learning Approach, learning Indonesian in reading and writing is easier to apply in everyday life that students encounter. It can improve Indonesian language learning outcomes in literacy.

Effect of Contextual Teaching – Learning Approach on Students’ Achievement in Chemistry in Secondary Schools in Anambra State, Nigeria

The study examined the influence of contextual teaching-learning approach (CTLA) on chemistry students’ academic attainment in secondary schools in Anambra State, Nigeria using a quasi-experimental design with a sample of 129 students drawn from six education zones in the state. The instrument known as CLCAT validated by two experts with a reliability coefficient of 0.84. Two research questions and two hypotheses guided the study. Mean and standard deviation were used to answer the research questions. The result revealed that CTLA had significant effect on students’ academic achievement in chemistry. Finding implies there is need for chemistry teachers to use CTLA in teaching chemistry. Recommendations were made on how chemistry teachers should adopt the use of contextual teaching-learning approach to improve the performance of students in chemistry.

Pendekatan Contextual Teaching and Learning pada pembelajaran Peredaran Darah Manusia bagi siswa kelas V SD Negeri 2 Pagutan Kecamatan Manyaran, Kabupaten Wonogiri Tahun Pelajaran 2019/2020

In the process of student learning activities, it is less than optimal because during the learning process students tend to be passive and the teacher is dominant in applying conventional learning. This research was conducted with a Classroom Action Research (CAR) design in two cycles. The results showed that the application of the Contextual Teaching Learning approach could increase interest and learning outcomes. Student learning outcomes in the initial conditions on average were 57 with the number of students who completed 26%. Cycle I learning outcomes increased to an average of 70 with the number of students who completed as many as 65% of students. In cycle II, learning outcomes increased again to an average of 82 with 100% of students who completed. Based on the analysis, it can be concluded that the application of Contextual Teaching Learning approach can increase interest and learning outcomes of human blood circulation in fifth grade students of SD Negeri 2 Pagutan I Semester I Academic Year 2019/2020.

Implementasi Nilai-Nilai Pancasila dengan Pendekatan Contextual Teaching Learning untuk Menumbuhkan Karakter Mahasiswa

The purpose of this research is to find out and describe the implementation of Pancasila values ​​with the Contextual Teaching Learning approach as an effort to grow the character of STKIP PGRI Lubuklinggau students. This research is a qualitative research with a descriptive approach. The subjects in this study were the fourth semester students of the PJKR Study Program. Data collection techniques using questionnaires and observations. Data analysis in this research was in the form of descriptive analysis. The results of the study, the careful character as the implementation of Pancasila values ​​in students through the CTL (Contextual Teaching Learning) approach is good, this can be seen from the criteria of character implementation in the range of 61-80%, the careful character has been implemented 70.31%. For creative characters is good enough, seen from the implementation criteria in the range of 41% -60%. The creative character has been implemented at 62.5%. Meanwhile the character of hard work is good, judging by the implementation criteria in the range of 61% -80%. The character of hard work has been implemented 62.5%. Then the character of curiosity in the range of 61% -80% is categorized as good, from the observation results have been implemented 70.31% by students. In conclusion, the implementation of Pancasila values ​​in STKIP PGRI students using the CTL (Contextual Teaching Learning) approach to grow student character has been well seen from various indicators that exist on various characters. 
 Keywords: Contextual Teaching Learning, Character, Pancasila Values

The development of audio-visual media with contextual teaching learning approach to improve learning motivation and critical thinking skills

The study aims at developing the valid Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in order to improve the learning motivation and the critical thinking skills significantly and also at identifying the effectiveness level of the Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in improving the students’ learning motivation and critical thinking skills. Therefore, autoatically the nature of the study is research and development. During the conduct of the study, the data were gathered by using the random sampling technique. Then, the data gathering instruments that had been implemented were the media assessment questionnaire, the observation, the motivation questionnaire and the critical thinking skills test. The results of the study show that the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media that has been developed by using the Borg & Gall model is considered valid. The students’ learning motivation has increased as having been confirmed by the fact that the students are more enthusiastic, more interested and happier in attending to the learning process. Furthermore, the results of the students’ critical thinking skills test in the experimental group show that 25 students have met the passing grade while the remaining 6 students have not met the passing grade. On the other hand, the results of the students’ critical thinking skills test in the control group show that 20 students have met the passing grade while the remaining 12 students have not met the passing grade. In other words, these findings show that the learning process through the use of the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media is able to improve the students’ learning motivation and critical thinking skills.

Upaya Meningkatkan Aktivitas dan Hasil Belajar Kimia dengan Pendekatan Contextual Teaching Learning di Kelas X SMAN 7 Rejang Lebong

The aims of this research were to determine the effectiveness learning methods with a contextual teaching learning (CTL) approach to increase the activity and student learning outcomes in redox reaction material in class X.1 of Rejang Lebong 7 Public High School. The research activity was carried out in two cycles, namely cycle I and cycle II. In the first cycle, the teacher had implemented a CTL approach which obtained student learning outcomes with average value of 68.39% and student learning completeness 67.74%. Out of 31 students who took the test, there were 21 students who completed learning. The activity of students in the first cycle has increased from pre-cycle, which is 56.69 or quite active category. Although activities and student learning outcomes from pre-cycle to cycle I began to increase, but have not reached the expected indicators. Therefore, the action continued to cycle II, where the student learning outcomes averaged 75.10 and classical learning completeness 87.10%. Likewise, the activity of students in the second cycle also increased, namely 71.53% or active category. From the results, it can be concluded that the use of learning methods with CTL approach can improve the activities and student learning outcomes in redox reaction material.

The Analysis of Concept Mastery Using Redox Teaching Materials with Multiple Representation and Contextual Teaching Learning Approach

Teaching materials are one of the supportive facilities in achieving successful learning. This study employed teaching materials characterized by Multiple Representations and Contextual Teaching Learning. This research intended to reveal the understanding of redox concepts taught in grade X. This study was an implementation of the results referring to the 4D (Define, Design, Develop, and Disseminate) model. The data collection methods adopted were observation, questionnaire, test, and documentation. The data was analyzed by using the descriptive-qualitative method. The teaching materials have been declared valid, practical, and useful. The users also gave a positive response to the teaching materials. Students’ conceptual understanding was analyzed through each item and indicator. The overall students’ concept mastery was 53.33%, and their understanding of each indicator was 50.214% for interpreting, 77.78% for exemplifying, 53.472% for classifying, 52.78% for guessing, 52.78% for comparing, and 62.5% for explaining.

Peningkatan hasil belajar matematika materi menggunakan pecahan dalam pemecahan masalah dengan pendekatan Contextual Teaching Learning (CTL)

<p class="Abstrak">Learning mathematics using fractions in problem-solving is boring for students. For this reason, researchers are interested in improving the process of learning mathematics, especially learning Using Fractions in Problem Solving with the Contextual Teaching Learning (CTL) approach. The CTL approach is felt to be able to overcome the existing problems. This study aims to describe the planning, implementation, and assessment of mathematics learning outcomes improvement using fractions in problem-solving with a contextual approach. The implementation of this research uses a qualitative and quantitative approach using a class action research design which includes: (1) Planning, (2) Implementation, (3) Observation and (4) Reflection. The study was conducted in 2 cycles. Research data in the form of information about the process and action data obtained from observations, test results, discussions and documentation. Research subjects consisted of Class V students totaling 20 students. The average percentage of completeness of learning outcomes in research conducted in the first cycle of meeting 1 was 60%, in cycle I meeting 2 was 70%, the average learning outcomes in cycle II meeting 1 was 80%, in cycle II meeting 2 was 90%. The conclusion obtained from this study is the CTL approach can improve learning outcomes Using Fractions in Problem Solving, namely about multiplication and division of fractions.</p>

The Effect of Problem-Based Learning Model Using Contextual Teaching Learning Approach Viewed from Logical Mathematical Intelligence

This research is aimed at determining 1) the difference of learning achievement using problem-based learning through contextual teaching learning and direct learning in Mathematics learning; 2) the difference of learning achievement among high, medium, and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on the students’ learning achievement in Mathematics. The research was designed using quasi-experimental study of 2x3 factorial design. The population of this research was the third-grade students of elementary school. The data of students’ learning achievement in Mathematics and their logical-Mathematical intelligence was obtained using test. The data were analyzed using two-way ANOVA. The results of the research show that 1) Problem-based learning model using contextual teaching approach makes the students obtain better learning achievement than direct learning model; 2) the students having high logical Mathematic intelligence get better learning achievement than those having medium and low logical Mathematic intelligence, the students having medium logical Mathematic intelligence gets better learning achievement than those having low logical Mathematic intelligence; 3) there is no interaction between learning model and logical Mathematic intelligence on the students’ learning achievement.

PENERAPAN PENDEKATAN KONTEKSTUAL TERHADAP PENGUASAAN KONSEP DASAR MATERI VOLUME BENDA PUTAR

ABSTRACT The purpose of this study was determine the application of contextual teaching learning approach to improve the mastery of concepts volume of the rotary object. The study design was nonequivalent pretest-posttest control group design . Data collection technique used pretest and posttest to determine the mastery of concepts of volume of the rotary object. Hypothesis testing using t-test to compare the the mastery of concepts volume of the rotary object in the experimental class and control class, then a further test by comparing the mean (compare means) and average absolute gain Based on the research result the data show that it can be concluded that the approach of contextual learning significantly distinction of concepts volume of the rotary object. Keywords: Contextual Teaching Learning Approach, The Mastery of Concepts, Volume of The Rotary Object