scholarly journals Improving Teaching Quality and Problem Solving Ability Through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach

2016 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rita Pramujiyanti Khotimah ◽  
Masduki Masduki
Keyword(s):  
Problem Solving ◽  
Differential Equations ◽  
Learning Process ◽  
Real World ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Study Approach ◽  
Study Results ◽  
Contextual Teaching

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers’ abilities in implementing CTL, and to improve students’ problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process.

Pembelajaran Inovatif Ipa Di Sd/Mi Berorientasi Konstruktivistik (Contextual Teaching And Learning)

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 217-229
Author(s):  
Elya Umi Hanik
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Dominant Strategy ◽  
Learning Science ◽  
Practical Implementation ◽  
Natural Phenomena ◽  
Full Knowledge ◽  
Contextual Teaching

This article discusses about the Contextual Teaching and Learning (CTL) as an innovation of learning science in elementary schools. In fact, the practical implementation of learning is still focused on the teacher as the main actor in which instruction is the dominant strategy in the learning process. Basically CTL is a concept of learning that helps educators link between what is taught with real-world situations of students and encourages them to make connections between the knowledge possessed and implemented in their lives. The concept of CTL applied in science teaching course could have implications, especially in learning to understand the natural phenomena that are not only conceptual. In consequence, students can receive full knowledge built through real experiences.

scholarly journals Implementasi Model Pembelajaran Contextual Teaching And Learning (CTL) Dalam Pelajaran IPA Di Sekolah Dasar

2021 ◽  
Vol 3 (4) ◽  
pp. 285
Author(s):  
Deni Kurniasih
Keyword(s):  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Science Learning ◽  
Active Role ◽  
Learning Objectives ◽  
Learning Science ◽  
Learning Approach ◽  
Daily Lives ◽  
Contextual Teaching

<p><em>In learning science, the problem that arises is how to make learning and presenting science concepts fun for students. For success in learning, learning must be fun, namely the material presented to students already exists in their daily lives. Contextual Teaching and Learning (CTL) is a learning approach that links the material being taught with students' real world situations and encourages students make connections between the knowledge learned and its implementation in their daily lives. The application of the Contextual Teaching and Learning (CTL) learning model in science learning is to apply a learning that includes all the components contained in Contextual Teaching and Learning (CTL). In the implementation of learning, the teacher maximizes the learning process so that learning objectives can be achieved in accordance with the Competency Standards and student conditions. Through learning using the Contextual Teaching and Learning (CTL) approach, it is hoped that students can find solutions to problems from the knowledge they have, and it makes students play an active role when the teaching and learning process takes place.</em></p>

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

scholarly journals Learning Tool for Robotics Basic Programming Based on Contextual Teaching and Learning to Improve Problem-Solving Skills

2020 ◽  
Vol 26 (1) ◽  
pp. 76-82
Author(s):  
Muhamad Syariffuddien Zuhrie ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Lilik Anifah ◽  
Nur Hasanah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Development Process ◽  
Software Development Process ◽  
Problem Solving Skills ◽  
Implementation Processes ◽  
Design Error ◽  
Process Implementation ◽  
Contextual Teaching ◽  
Basic Course

In the robotics program design basic course, it is very essential to be able to construct programming and then translate it into the language. If there is a design error in the algorithms and mistakes in the flowchart or an error in translating it into a programming language, the application software would be unable to work. The objectives of this study are to develop the basic teaching module for Robotics Programming and to implement robotics courses oriented on contextual teaching and learning to enhance university students' problem-solving skills. This study was designed with pre-action, action and reports procedures. 4D development was employed in the software development process. Implementation processes cover four phases: identifying, planning, creating, and disseminating. The findings suggested that contextual teaching and learning enable students to be actively engaged in the learning process encourage and motivated more active students' activities and promote creativity.

scholarly journals PERBEDAAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DI KELAS X SMA NEGERI 2 PEMATANGSIANTAR

2020 ◽  
Vol 1 (2) ◽  
pp. 85-96
Author(s):  
Winmery Lasma Habeahan
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Equation System ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Contextual Approach ◽  
Control Group Design ◽  
Contextual Teaching ◽  
The Difference

The purpose of this study was to determine the differences in the improvement of students' mathematical problem-solving abilities with the Contextual Teaching and Learning approach in the material of the two-variable linear equation system in class X SMA Negeri 2 Pematangsiantar. This study used an experimental method with the aim of being in accordance with the previous statement to determine the difference in students' mathematical problem-solving abilities with a contextual approach and an expository approach, with a randomized pretest-posttest control group design. The average increase in problem-solving abilities in the control class was 0.1688 while the increase in problem-solving abilities in the experimental class was 0.0085. By using the t-test (SPSS), with a value of Fcount = 10.907 and a significant level of 0.05, a significant probability is obtained 0.002 <0.05, it can be concluded that there is a difference in normalized gain or an increase in problem-solving ability with conventional and contextual approaches. Based on the average gain of the control and experimental classes, the increase in the control class using the conventional approach is higher than the experimental class with the contextual approach. The difference in increasing problem-solving abilities in conventional classrooms is possible due to differences in students' entry-level abilities, which can be seen in the average pretest of each class.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

scholarly journals Students’ Perception in applying lesson Study in Teaching Introduction to Linguistics

1970 ◽  
Vol 2 (2) ◽  
pp. 1-12
Author(s):  
Ida Lisdawati & Trisnendri Syahrizal
Keyword(s):  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
The Real

Lesson Study is an approach used in learning process. It has attracted educators, experts, and professional in the area to make use of it in proving the lesson. This study focuses on the students’ perception in applying Lesson study of teaching Introduction to Linguistics. As this case study, it will focus on Introduction to Linguistics subject. Interview and questionnaire was used to collects information on how Lesson study was normally conducted and observation was used to see the real implementation of Lesson study and during the teaching and learning process become a great attention here. Keywords: lesson study, linguistics, perception

scholarly journals Implementasi Lesson Study Melalui Model Pembelajaran Problem Solving Untuk Meningkatkan Kemampuan Berpikir Kreatif Dan Hasil Belajar

2019 ◽  
Vol 5 (1) ◽  
pp. 124
Author(s):  
I Wayan Gunada ◽  
Syahrial Ayub ◽  
Kesipudin Kesipudin
Keyword(s):  
Problem Solving ◽  
Vector Space ◽  
Learning Process ◽  
Lesson Study ◽  
Creative Thinking ◽  
Positive Impact ◽  
Class Action ◽  
Learning Activity ◽  
Quality Process ◽  
Descriptive Method

The aim of this research is to improve the quality process, to develop creative thinking, and to create a good result of lesson study by implementing a problem solving method. This research is a class action research which involved 19 physcics students who enroll in matrik and vector space subject at even semester of 2017-2018. The data was collected by employing test and interview. It is analyzed by descriptive method. The result of this problem solving reseach are (1) giving the positive impact towards the ability of creative thinking (2) increasing the result of learning process (3) improving the ability of students to better understand the learning process and the ability to apply this problem solving  method in any types of problems, and (4) increasing students' learning activity. Based on the result of this research, it is recommended to implementing the problem solving method in any types of learning. The problem solving method is expected to be the answer of any problems in physics.

scholarly journals EKSPERIMENTASI STRATEGI PEMBELAJARAN MATEMATIKA BERBASIS MASALAH (PROBLEM SOLVING) DAN KONTEKSTUAL (CONTEXTUAL TEACHING AND LEARNING) DITINJAU DARI GAYA BELAJAR SISWA DI SMPN 1 MARTAPURA

2017 ◽  
Vol 2 (2) ◽  
pp. 59
Author(s):  
Arif Ganda Nugroho
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Contextual Teaching ◽  
Cluster Random Sampling

Penelitian ini bertujuan (1) Untuk mengetahui keefektifan strategi pembelajaran Problem Solving dan strategi pembelajaran CTL terhadap prestasi belajar matematika siswa, (2) Untuk mengetahui prestasi belajar matematika mana yang lebih baik siswa dengan gaya belajar siswa auditorial, kinestetik, atau visual, (3) Untuk mengetahui pada strategi pembelajaran Problem Solving, mana yang lebih baik prestasi belajar matematika siswa dengan gaya belajar auditorial, kinestetik, atau visual, (4) Untuk mengetahui pada strategi pembelajaran CTL, mana yang lebih baik prestasi belajar matematika siswa dengan gaya belajar auditorial, kinestetik, atau visual.Jenis penelitian ini adalah penelitian eksperimental semu. Populasi penelitian adalah seluruh siswa kelas VII SMPN 1 Martapura Tahun Pelajaran 2014/2015. Pengambilan sampel menggunakan Stratified Cluster Random Sampling. Ukuran sampel pada penelitian ini adalah 191 siswa. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode dokumentasi, metode angket, dan metode tes. Instrumen yang digunakan untuk mengetahui prestasi belajar matematika adalah tes pilihan ganda. Adapun instrumen yang digunakan untuk mengetahui gaya belajar siswa adalah berupa angket.Kesimpulan dari penelitian ini adalah: (1) Prestasi belajar matematika siswa dengan strategi pembelajaran problem solving lebih baik dibandingkan dengan prestasi belajar matematika siswa dengan strategi pembelajaran CTL, (2) Prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar kinestetik, prestasi belajar matematika siswa dengan gaya belajar kinestetik sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, (3) Pada kelompok siswa dengan strategi pembelajaran problem solving, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar kinestetik, prestasi belajar matematika siswa dengan gaya belajar kinestetik sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, (4) Pada kelompok siswa dengan strategi pembelajaran CTL, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar kinestetik, prestasi belajar matematika siswa dengan gaya belajar kinestetik sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar visual.

Sign in / Sign up

Export Citation Format

Share Document