Contextual Teaching Research Articles

Communicative Language Teaching and Contextual Teaching and Learning: Challenges and Prospects in Chinese High-School English Education

This paper explores two widely employed language teaching methods in second and foreign language education: Communicative Language Teaching (CLT) and Contextual Teaching and Learning (CTL), and analyzes their applicability in Chinese high-school English curriculum. CLT primarily focuses on developing students' "communicative competence", which encompasses linguistic, sociolinguistic, textual, and strategic abilities. CTL, on the other hand, emphasizes connecting academic knowledge to students’ personal, social, and cultural contexts, helping them understand and apply what they learn in real-life situations. While the goals of both CLT and CTL align with the objectives of the Chinese high-school English curriculum, which aims to enhance students' ability to use language effectively in real-life contexts, there are significant challenges in implementing these approaches in practice. Major obstacles include an exam-oriented educational system, teacher-centered classroom models, large class sizes, and insufficient teacher training in both CLT and CTL methods. The paper concludes that although CLT and CTL have the potential to enhance students' language competence, their widespread and effective application in Chinese high-school English classrooms remains limited due to these barriers.

Empowering minds: An e-book blending contextual teaching learning with plant tissue exploration to boost argumentation and cognitive skills

This research was motivated by obstacles in implementing biology learning which resulted in the lack of training in argumentation skills and low cognitive learning outcomes. The current teaching materials does not yet support these skills optimally. The aim of this research is to develop an e-book blending contextual teaching learning that is feasible, practical and effective to boost high school student’s argumentation and cognitive skills. A research and development method was used using the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. The subjects of this research were 34 high school students in Sleman, Yogyakarta in limited trials and 62 students in field trials. The type of research used in the field test was quasi-experimental with a pretest-post-test control group design. Class XI MIPA 1 was used as the control class and class XII MIPA 2 as the experimental class. Data collection instruments used included product assessment questionnaires by experts, biology teachers and students, argumentation skills and cognitive learning outcomes test instruments. Data analysis used the paired sample t-test, independent sample t-test and n-gain score test. The research results show that e-books is suitable for use in learning according to material experts and media experts, e-books is practical for use in learning according to teacher and student assessments, and e-books is effective for improving students' argumentation skills and learning outcomes. The conclusion in this research is that e-books blending contextual teaching and learning are feasible, practical and effective to use to boost students' argumentation and cognitive skills.

Strengthening Teachers' Ability to Improve Students' High-Order Thinking Skills at Raudlatul Muslimin Kayangan Islamic Boarding School

This service activity seeks to strengthen Raudlatul Muslimin Kayangan Islamic Boarding School teachers' High Order Thinking Skill (HOTS) learning implementation skills. This service is offered since teachers confront many obstacles when setting up HOTS. A lack of awareness of HOTS and its practice contributes to low student achievement. This activity uses workshops to create HOTS using novel learning methods like Problem-Based Learning (P.B.L.) and Contextual Teaching & Learning. Higher-order thinking has been encouraged by learning outcome classifications in training. This training boosts student motivation, improves idea understanding, and promotes higher-order thinking tasks. Thus, this study emphasizes the need for HOTS in learning to prepare students for real-world issues. This study also suggests using other unique learning techniques to promote higher-order thinking skills. In Islamic boarding schools, teacher support and a larger learning environment might improve students' higher-order thinking skills.

Manifestasi Nilai Kemanusiaan dalam Cerpen Kontemporer dan Relevansinya Sebagai Materi

This research examines the manifestation of humanistic values in six selected short stories from Kompas in 2021-2022 as an alternative literary teaching material. The phenomenon of declining understanding of humanitarian values among students and the importance of instilling these values through literary works serve as the background for this study. The goal is to identify and analyze the representation of humanism in contemporary Indonesian literature. The research method uses a descriptive qualitative approach with content analysis techniques. The analysis results show that the six short stories studied are rich in humanistic values such as openness, responsibility, solidarity, justice, self-sacrifice, care, and mutual assistance. The structure of a short story, including characters and setting, plays an important role in conveying those values. "The Holy Family" depicts openness, "The Three-Colored Bahar Roots" emphasizes sacrifice, "This City is a Well" explores solidarity, "About the Name of Majid Pucuk" showcases the struggle for justice, "The House that Always Smells Bad" illustrates mutual aid, and "The Fading Spark in His Eyes" highlights family care. This finding has implications for the development of more contextual literature teaching materials, encouraging a deeper understanding of humanism among students.

DIGITAL TEACHING MATERIAL OF SUSTAINABLE LIFESTYLE THEME WITH ETHNO-PJBL TO PROMOTE STUDENTS’ KNOWLEDGE AND CREATIVE THINKING ABILITIES

Purpose: This study aims to analyze the effects of digital teaching materials on the theme of sustainable lifestyle integrated with Ethno-PjBL on knowledge and creative thinking skills in learning in the Merdeka Curriculum. Theoretical Framework: The idea behind the development of digital learning materials on the theme of sustainable lifestyle is to promote awareness and practice of sustainability among students through the integration of technology in learning. By combining a project-based learning model enriched by local cultural values (Ethno-PjBL), students are not only invited to understand the concept of sustainable lifestyle, but also how to apply it in their cultural context. Method: This study used a quasi-experimental method with a posttest only control group design. The sample of this study was grade X students at SMAN Kota Jambi, with the experimental class using integrated digital teaching materials ethno-PjBL and the control class using conventional learning methods. Data were analyzed using descriptive statistical tests, Kolmogorov-Smirnov normality tests, and Mann-Whitney tests. Results and Discussion: Digital teaching materials on sustainable lifestyle themes integrated with ethno-PjBL have a positive impact on students' knowledge and creative thinking skills. The experimental class using the digital teaching materials showed better results compared to the control class using conventional learning methods. Research Implications: The results of this study support the integration of sustainable lifestyle-themed digital teaching materials with the Ethno-PjBL approach, which not only strengthens students' academic knowledge, but also fosters creative thinking skills and awareness of local cultural values. The findings of this study can encourage educators and policy makers to further adopt and develop contextual and relevant digital teaching materials, especially those that focus on global issues such as sustainability, but are still integrated with local wisdom. The implications of this study also open up opportunities for further research to explore the potential of digital teaching materials in other subjects or at different levels of education.

Contextual Teaching Strategies in the Grammar Instruction of Teaching Chinese as a Foreign Language

Against the backdrop of globalization, the international status of the Chinese language has been increasingly elevated. However, its unique grammatical features pose significant challenges to non-native learners. Traditional grammar instruction focuses on the impartation of grammatical rules, neglecting the application of language in authentic contexts, which affects the accuracy of learners' Chinese communication. This paper analyzes the theoretical basis and practical application of contextual teaching strategies, demonstrating their significant advantages in improving the effectiveness of Chinese grammar instruction: they can promote the internalization and transfer of learners' language knowledge and enhance their cross-cultural communication skills. By analyzing the current implementation of these strategies, the paper profoundly analyzes the challenges faced in teaching, including the limitations of existing textbooks, the difficulty of teachers' preparation, and the constraints of classroom teaching time. It also proposes corresponding countermeasures and suggestions to support the practice and research of Chinese grammar instruction.

Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar dalam Sub Materi Media Sosial di Kelas VII pada SMP Negeri 2 Darma

The low learning outcomes of Information Engineering (ICT) students in grade VII of SMP Negeri 2 Darma are caused by several factors, including students who are less motivated to learn ICT and also the factor of teachers who still use conventional methods or lecture methods so that in the teaching and learning process students tend to be passive. This study aims to find out whether there is an influence of the Contextual Teaching and Learning (CTL) learning model on learning outcomes in social media sub-material in grade VII at SMP Negeri 2 Darma. The research approach used is a quantitative approach with an experimental research design type. The population in this study is 35 students with a sample of grade VII of SMP Negeri 2 Darma. The data collection technique uses a test. Data analysis using t-test. The results of the study showed that the pretest results had a mean of 46.42 and a posttest result of 68.71. Contextual Teaching and Learning (CTL) learning media has an influence on the learning outcomes of information technology (ICT) social media sub-materials. This is shown from the results of data analysis that the value of, t count = 10.911 > t table = 2.650, so that the hypothesis proposed in the study is accepted, so that there is an influence of the Contextual Teaching and Learning (CTL) learning model on learning outcomes in social media sub-material in grade VII at SMP Negeri 2 Darma

Analisis Perbandingan Pembelajaran Individu dengan Pembelajaran Berkelompok Melalui Model Pembelajaran Kontekstual Mata Pelajaran Ekonomi terhadap Hasil Belajar di SMPN 1 Borbor

The problem in this study is to find out how individual learning compares with group learning through the contextual learning model of economics subjects on learning outcomes at SMPN 1 Borbor on various materials of human needs and fulfillment tools with a sample of 60 students. The research method in this study is used with a quantitative method. The students' scores in individual learning through contextual learning have an average score of 78.7586 with a standard deviation of 6.836 and group learning through the contextual learning model has an average score of 88.6667 with, so it can be concluded that there is a significant difference between the variables X1 (individual learning through the contextual learning model) X2 (group learning through contextual learning). As a study conducted by Suhprihtin Siti, et al, the influence of economic learning with a contextual teaching and learning (CTL) approach on economic learning outcomes is reviewed from the initial ability of students

Systematic Review: Metode Pembelajaran dalam Materi Ilmu Tajwid Al-Qur’an Hadits Siswa Madrasah Tsanawiyah di Indonesia

Learning methods are part of pedagogical competence that must be explored continuously, so there is a need for literature specifically developed to examine how these learning methods have been applied in previous research. This research aims to explore what kind of learning methods teachers use in recitation science material in Al-Qur'an Hadith subjects among Islamic boarding school students in Indonesia from 2014 to 2024. The research design used is a systematic review using the Preferred Reporting Items method for Systematic Review and Meta-Analysis (PRISMA), which will select articles collected through the Identification, Screening, Eligibility, and Included stages. Based on the results of exploration through this article, it was found that there are three learning methods used in Tajwid science material, namely Index Card Match, Peer Tutor, and Contextual Teaching Learning.

Penerapan Model Pembelajaran Contextual Teaching And Learning Untuk Meningkatkan Aktivitas Dan Hasil Belajar Administrasi Pajak Di SMKN 1 Sidikalang

This study overcomes the problem of low activity and learning outcomes of students in class XI AKL 1 SMK N 1 Sidikalang, consisting of 36 students. This study aims to improve activity and learning outcomes by using the Contextual Teaching and Learning model. Data were collected through activity observation sheets and learning outcomes tests, then analyzed quantitatively and qualitatively. 1) In cycle I, the first meeting showed an average of 27.77% active activities, then in cycle II, it increased with an average of 77.77% active activities. 2) The average pre-test score was 72.77% with 17 students (47.22%) complete, post-test cycle I 75% with 19 students (52.77%) complete, and post-test cycle II 85.27% with 32 students (88.88%) complete, meeting the success indicator ≥85%. In conclusion, the application of the Contextual Teaching and Learning model succeeded in improving student learning activities and outcomes.

Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar IPA Materi Ekosistem Menggunakan Model PBL DICONTOH (Problem Based Learning, Discovery Learning, Contextual Teaching and Learning, dan Number Head Together) pada Siswa Kelas V SDN Kuin Selatan 1

This classroom action research aims to improve critical thinking skills and learning outcomes in science, specifically on the topic of ecosystems, for fifth-grade students at SDN Kuin Selatan 1 Banjarmasin by using the PBL DICONTOH model (Problem-Based Learning, Discovery Learning, Contextual Teaching and Learning, and Number Head Together). The research employed a mixed-method approach with four stages of action research: planning, implementation, observation, and reflection. The subjects of the study were 24 fifth-grade students. The variables observed included teacher activity, student engagement, critical thinking skills, and learning outcomes. The results showed a significant improvement in all observed aspects. Teacher activity increased from a score of 16 to 24. Active student engagement rose from 21% to 92%. Students' critical thinking skills improved from 17% to 88%, meeting the criteria for active/very active. Learning outcomes also showed improvement across cognitive (17% to 92%), affective (21% to 96%), and psychomotor (17% to 96%) aspects. The application of the PBL DICONTOH model was proven effective in enhancing the quality of learning, critical thinking skills, and students' learning outcomes in ecosystem material. This model encourages active participation, conceptual understanding, and meaningful learning experiences.

Peningkatan Hasil Belajar Melalui Problem Based Learning pada Materi Peran Sekolah Bagi Perkembanganku Kelas VII SMP Negeri 6 Menukung Kabupaten Melawi

This study aims to improve student learning outcomes on the topic of "The Role of School in My Development" through the implementation of the Problem Based Learning (PBL) model in Grade VII of SMP Negeri 6 Menukung, Kabupaten Melawi. The background of this research is the low student achievement in this subject, indicating a need for a more interactive and contextual teaching approach. The PBL model was chosen because it encourages students to actively engage in critical thinking and problem-solving based on situations relevant to their lives. This study employed Classroom Action Research (CAR) methods, consisting of four stages: planning, action, observation, and reflection, conducted over two cycles. The results showed a significant improvement in student learning outcomes after the implementation of PBL. These findings suggest that PBL is effective in enhancing students' understanding and engagement with the subject matter.

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) MENGGUNAKAN MEDIA CARD THINK DALAM PEMBELAJARAN MATEMATIKA TERHADAP PEMAHAMAN NUMERASI SISWA DI KELAS III SD

The research aims to determine the effect of the contextual teaching and learning model with the help of card think media on students' understanding of numeracy in class III in learning mathematics at SD Negeri Dewi Sartika CBM Sukabumi City. The method used is an experiment, namely a quasi-experimental design with a pretest posttest nonequivalent control group. The research population was class III students at Dewi Sartika CBM Public Elementary School, Sukabumi City, divided into research samples, namely class 3A as the experimental class and class 3B as the control class with the number of each class being 21 students. The data collection technique is in the form of a test, for the data analysis technique used is a two-sample independent T-test. The results obtained for the average posttest score from using the CTL model using card think media was 68.10 and for those who did not use card think media it was 59.90. So the results of hypothesis testing obtained are (0.034<0.05) with a significance level of 0.05 so that H0 is rejected and Ha is accepted. Thus, it can be concluded that the contextual teaching and learning model assisted by card think media has an influence on students' understanding of numeracy in class III mathematics learning in elementary schools.

The Impact of Contextual Teaching Method on Sichuan Folk Song Education and Students’ Musical Expressiveness

This study explores the application of the contextual teaching method in Sichuan folk song education and its impact on students’ musical expressiveness. By incorporating contextual teaching methods in music classes, this research investigates the effectiveness of this approach in enhancing students’ understanding of Sichuan folk songs and improving their musical expressiveness and emotional expression. A mixed-method research approach is employed, utilizing classroom observations, questionnaires, interviews, and statistical analysis to assess the practical outcomes of contextual teaching in folk song education.

CONTEXTUAL DISTANCE TEACHING TO IMPROVE TOURIST DRIVERS' ENGLISH LANGUAGE EXPRESSION

This study aimed to assess the effectiveness of Contextual Distance Teaching (CDT) in improving driver’s English language expression and enhancing motivation, while also evaluating its significant influence on their English proficiency. Utilizing an action research approach conducted via the WhatsApp online platform, this study engaged 10 tourist drivers associated with the Bali Transport group, aged between 22 and 50. The study comprised two cycles, each consisting of three sessions. Data collection involved administering tests and questionnaires, including pretest, post-test 1, and post-test 2. Analysis was conducted using descriptive statistics and paired sample t-tests. The initial findings indicate that CDT effectively enhances the language expression of drivers in service-related contexts. The average pretest score, initially categorized as "poor" at 39, improved to 65 in post-test 1 and further increased to 75.8 in post-test 2, now categorized as "fair.", The main score of the questionnaire was 4.4 of 0-5 Likert scale implying the drivers had positive motivation and perception on the strategy apllied. The second statistic finding indicated a significant difference in the mean between the pre-test (Sig. and the post-test 1 (0.000 < 0.05) and post-test 2 (0.000 < 0.05). This study suggests that the implementation of CBT has a positive influence on reducing the number of language expression errors made by drivers as adult learners, leading to better English proficiency.

Validity of IntegratedE-Modules Contextual Teaching and Learning Approaches SubjectMatterElasticity to ImproveCritical Thinking Abilityof Students Senior High School

Students need to develop their critical thinking skills, which include the 4Cs of the 21st century: creativity, collaboration, communication, and critical thinking. These 4Cs are qualities that are essential for success in the modern world. So it's important to acquire knowledge that can sharpen critical thinking abilities. In three high schools in Sungai Punuh City, the pupils' critical thinking abilities were not as good as anticipated. The first research revealed that the lack of connections between the teaching materials and the usage of physics in daily life was the root of the students' poor critical thinking skills. 77% of students said that the professors' teaching resources did not incorporate real-world applications of physics. Textbooks predominate in the instructional resorces utilized, however they do not promote critical thinking or self-learning. Therefore, in order to develop students' critical thinking abilities, autonomous learning tools are required that meet their demands. In order to enhance critical thinking abilities, research was done on the construction of integrated e-modules using the CTL technique on material elasticity. The findings of expert validity tests are especially communicated in this study. Three experts from the Faculty of mathematics and natural sciences UNP Physics Department conducted the validity test, which had an average validity score of 85.7% in the extremely valid category. According to the validity test results, the e-module is combined with the CTL method to resources elasticity to improve critical thinking abilities that are prepared to be evaluated for applicability and efficacy in the actual world.

Peningkatkan Hasil Belajar Siswa melalui Strategi Contextual Teaching and Learning (CTL) pada Mata Pelajaran IPAS di Kelas IV Madrasah Ibtidaiyah Swasta Nurul Yaqin Simpang Sungai Duren

This study examines how the Contextual Teaching and Learning paradigm might improve fourth-grade IPAS students' academic performance at MI Nurul Yaqin Simpang Sungai Duren. This study is a classroom action research (PTK) focused on the subject of IPAS concerning force material in the surrounding environment, employing CTL methodologies. The employed data gathering methods included the observation of student and instructor activities, test questions, documentation, and interviews. This PTK was conducted across two cycles, each comprising three meetings. The results of this study are 1) The results of observations of student learning activities and teacher teaching practices in Class IV MI Nurul Yaqin have increased. The outcomes of student learning activities in Cycle I were 57.61%, which climbed to 90.47% in Cycle II. Observations of teacher learning activities in Class IV MI Nurul Yaqin indicated a rise from 61% in Cycle I to 90% in Cycle II. The academic performance of grade IV pupils at MI Swasta Nurul Yaqin, originally below the standard, improved with the use of CTL approaches, achieving an average completeness rate of 59% in cycle I and 85.18% in cycle II. Fourth-graders at MI Nurul Yaqin Simpang Duren can improve their IPAS academic performance using CTL.

Development of UTAYA: Implementing Snakes and Ladders Media for Contextual Teaching and Learning of Forces in Physics Education

Conventional learning and limitations in learning media made students passive in learning, which resulted in students' lack of interest in learning and achievement. This research aimed to develop innovative, technology-based instructional media, and to determine the validity and effectiveness of UTAYA, snakes and ladders media for contextual teaching and learning (CTL) of forces in fourth-grade. The research was developed using the Borg and Gall model. UTAYA was categorized as very appropriate for use with a validity percentage of 93% media experts, meaning that the media presented was interesting and appropriate to the content, easy to use by teachers and students, practical and fun, and had an appropriate appearance to the students’ level of development and character, Content experts validated and assessed the accuracy of the content of the media in the very appropriate category with a percentage of 91%, which meant that the content presented was appropriate to the learning objectives and made it easier for students to understand the content. The forces topic content was covered entirety in the media, stimulated students' curiosity, which was appropriate to support learning and increase students' knowledge, it used of appropriate language, according to students' development. Based on the pretest and posttest results, UTAYA was effective to improve learning outcomes, as seen from the effectiveness of the t-test and Ngain tests. The t-test showed a Sig. <0.05, meaning there was a significant difference between learning outcomes before and after treatment. The N-gain test showed a medium criterion, 0.70 on a large-scale test, and a medium criterion, 0.64 on a small-scale test, that the students were very enthusiastic and could understand the lesson. From these results, UTAYA was valid and effective to be an instructional media to improve learning

Development of a Pancasila Education Teaching Module with Integration of Mattabe' Culture for Strengthening Student Character Values

This study aims to develop and analyze a Pancasila education teaching module that incorporates the local Bugis-Makassar culture for elementary schools. It using the ADDIE development model, the research findings indicate that the Pancasila education teaching module meets the established criteria. The content effectively reflects Pancasila values integrated with Mattabe' culture, aligns with the Merdeka curriculum, and expert feedback confirms that the module is relevant and ready for use in teaching. The study concludes that the Pancasila education module presents accurate and authentic content, uses simple language, and employs interactive, engaging, and contextual teaching methods. Expert validation confirms that the module is ready for implementation in educational settings.Pancasila Education Teaching Module