scholarly journals Self-esteem in mathematics learning: How to develop it through contextual teaching and learning approach?

2020 ◽  
Vol 1581 ◽  
pp. 012049
Author(s):  
L A Nabila ◽  
D B Widjajanti
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Self Esteem ◽  
Learning Approach ◽  
Contextual Teaching

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING SEBAGAI UPAYA MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA

2018 ◽  
Vol 8 (1:) ◽  
pp. 49-52
Author(s):  
Silviana Maya P.
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Approach ◽  
Learning Achievement ◽  
Learning Success ◽  
Learning Mathematics ◽  
Causative Factors ◽  
Contextual Teaching ◽  
11Th Grade

Classical learning with teacher-centered is regarded as one of the causative factors of low mathematics learning achievement of  11th grade of KR 2 students in SMKN 8 Surabaya. Hence, teachers are required to find and get someway which can reform learning motivation of students. One alternative ways that can be used is by applying Contextual Teaching and Learning approach. This research is a PTK with two cycles, that each cycle has four stages. From the analysis results, it was found that the students' learning outcomes have been classically improved from first to the second cycle. In the first cycle the percentage of students' learning success reached 58.62%. At the same time, in the second cycle, it increased up to 86.20%. Therefore, it can be concluded that the Contextual Teaching and Learning Approach can upgrade the mathematics learning achievement of student, and can be used as an alternative way in learning mathematics. Keywords: Contextual Teaching and Learning Approach, mathematic learning achievement.  

scholarly journals PENGGUNAAN PENDEKATAN CTL UNTUK MENINGKATAN HASIL BELAJAR MATEMATIKA DI KELAS V SD

2020 ◽  
Vol 10 (1) ◽  
pp. 91
Author(s):  
Faridatul Umi ◽  
Taufina Taufina
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Learning Approach ◽  
Research Subjects ◽  
Fifth Grade Students ◽  
Contextual Teaching

This study aims to improve mathematics learning outcomes of fifth grade elementary school 05 Air Tawar Barat with a Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects of fifth grade students The results of the study occurred an increase in each variable in each cycle, where: a) planning the first cycle of 82.14 increased in the second cycle 92.85, b) the implementation of aspects of the first cycle teacher 80.35 increased in the second cycle 92.85, c) the implementation of aspects of the first cycle students 71.42 increased in the second cycle 89.28, d) the learning outcomes of the first cycle students 77.70 increased in the second cycle 88.08. The Contextual Teaching And Learning Approach is proven to be able to improve the quality of Mathematics learning in fifth grade SD Negeri 05 Air Tawar Barat.Keywords: CTL, learning outcomes, Mathematics

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI SD NEGERI 007 KAMPUNG BARU KECAMATAN GUNUNG TOAR KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hamnidar Hamnidar
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
Learning Approach ◽  
Research Subjects ◽  
Average Value ◽  
Average Grade ◽  
Complete Category ◽  
Contextual Teaching

This research was motivated by the learning outcomes of students' natural sciences that were still low. The purpose of this study was to improve student learning outcomes with the application of the Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects in class VI of 007 Kampung Baru State Primary School Gunung Toar District, Kuantan Singingi Regency. The results showed that, judging from the basic score, the lowest value of students was 50 while the highest score of students was 85 with an average grade of 62.78 with an incomplete category. in the first cycle the lowest value of students was 65 while the highest value of students was 90 with an average grade of 74 with a complete category. For learning outcomes in cycle II, the lowest value of students is 75 while the highest value of students is 100 with the average value of class 84.47 with complete categories. Based on the results of the study, it can be concluded that the application of the Contextual Teaching And Learning learning approach assisted by media images can improve the learning outcomes of Natural Sciences students of class VI 007 Public Primary School Kampung Baru, Gunung Toar District, Kuantan Singingi Regency.

scholarly journals PENINGKATAN KEMAMPUAN PENALARAN STATISTIS SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KONTEKSTUAL

2018 ◽  
Vol 6 (1) ◽  
pp. 129-140
Author(s):  
Iyam Maryati
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
Contextual Learning ◽  
Statistical Reasoning ◽  
Learning Approach ◽  
School Students ◽  
Model Learning ◽  
Junior Secondary ◽  
Reasoning Skills ◽  
Contextual Teaching

Artikel ini menyajikan apa itu pembelajaran kontekstual dan apa saja karakteristiknya? Apa itu kemampuan penalaran statistis? Mengapa pembelajaran kontekstual dapat mengembangkan kemapuan penalaran statistis siswa Sekolah Menengah Pertama? Kemampuan penalaran statistis sangat penting dimiliki oleh siswa Sekolah Menengah Pertama, karena dengan kemampuan penalaranr statistis ini siswa dapat memiliki kompetensi dalam hal: 1) memahami informasi-informasi statistis yang tersurat maupun yang tersirat pada setiap permasalahan yang dihadapi. 2) Pemahaman yang baik terhadap bagaimana cara memilih, menyajikan, mererduksi, dan mempresentasikan data yang akan digunakan untuk menjawab permasalahan yang ada. 3) pemahaman dan penalaran yang baik terhadap proses statistis secara keseluruhan termasuk setiap perhitungan yang terlibat dalam proses tersebut. 4) pemahaman untuk memecahkan masalah secara statistis berdasarkan data yang ada, dan menginterprestasikannya dalam pengambilan keputusan yang dapat berlaku secara umum. Oleh karena itu untuk mengembangkan kemampuan penalaran statistis tersebut harus mempertimbangkan pendekatan pembelajaran yang digunakan untuk siswa Sekolah Menengah Pertama. Model pendekatan pembelajaran yang sesuai untuk siswa Sekolah Pertama salah satunya adalah pendekatan pembelajaran kontekstual (Contextual Teaching and Learning). Pendekatan pembelajaran kontekstual ini mengambil permasalahan-permasalahan dalam kehidupan sehari-hari atau permasalahan yang disimulasikan dengan dialog, diskusi,, tanya jawab, dan representasi. Aktivitas pengajaran kontekstual yang dikembangkan adalah: a) belajar berbasis masalah, b) belajar dengan multi konteks, c) belajar mandiri, d) penilaian otentik, dan e) masyarakat belajar.This article presents a contextual learning what it is and what are its characteristics? What is the statistical reasoning skills? Why contextual learning can develop statistical reasoning Traffic junior secondary students? Reasoning ability is very important statistical owned by junior high school students, because of the ability of these statistical penalaranr students may have competence in terms of: 1) understand the statistical information expressed or implied in any problems faced. 2) A good understanding of how to choose, present, mererduksi, and present data that will be used to address existing problems. 3) understanding and reasoning that both the statistical process as a whole including any calculations involved in the process. 4) understanding to solve the problem of statistically based on existing data, and interpret it in decision-making that can be applied generally. Therefore, to develop the statistical reasoning skills should consider learning approach used for junior secondary students. Model learning approach that is appropriate for school students first one of which is a contextual learning approach (Contextual Teaching and Learning). This contextual learning approach to take problems in daily life or simulated problems with dialogue, discussion ,, question and answer, and representation. Contextual teaching activities developed are: a) problem-based learning, b) learning with multi context, c) self-learning, d) authentic assessment, and e) a learning society.

scholarly journals Peningkatan Kemampuan Menulis Teks Autobiografi dengan Menggunakan Pendekatan Contextual Teaching And Learning

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Dita Yulianda
Keyword(s):  
Teaching And Learning ◽  
Positive Response ◽  
Learning Approach ◽  
Test Results ◽  
Initial Test ◽  
Final Test ◽  
Average Value ◽  
Significant Difference ◽  
Contextual Teaching ◽  
Strongly Agree

This article will describe learning to write auotobiografi text using Contextual Teaching and Learning approach. The method used in the research, namely the experiment with the design of One-Group Pretest-Postest. Technique of collecting data in the form of test, observation, and questionnaire. The population in the study of students of class XI SMK Nurul Islam Cianjur, with a sample of 22 students. From the results of the study known the average value of the initial test 60.45 and the average value of the final test 80.91. The result of calculation with t-test known value that is 11,41 and value for t.s 0,05 value t = 1,72 and for t.s 0,01 value t = 2.51. Thus, there is a significant difference between students' ability in learning to write autobiographic text before and after using Contextual Teaching and Learning approach. The difference seen in the final test results is higher than the initial test results. The use of Contextual Teaching and Learning approach also get positive response for students, this can be proved by the percentage of student answers for positive response is greater than negative response, that is 30% of students who choose strongly agree (SS)> 4% of students who choose strongly disagree (STS).Keywords: autobiographic text, contextual

scholarly journals Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP

2016 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Abdul Khamid ◽  
Rusgianto Heri Santosa
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Motivation ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Significance Level ◽  
Communication Ability ◽  
Contextual Teaching

Penelitian ini bertujuan untuk menguji keefektifan pendekatan Problem-Based Learning (PBL) dan Contextual Teaching and Learning (CTL) ditinjau  dari kemampuan komunikasi matematis dan motivasi belajar siswa dan manakah yang lebih efektif diantara keduanya. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Margasari Kabupaten Tegal. Sampel penelitian kelas VIII-A dan VIII-H. Untuk menguji keefektifan pendekatan pembelajaran data dianalisis dengan uji one sample    t- test pada taraf signifikansi 5%. Untuk mengetahui perbedaan keefektifan pembelajaran data diukur dengan  uji Hotelling’s Trace pada taraf signifikansi 5% dan selanjutnya digunakan uji independent sample t-testuntuk mengetahui pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: pendekatan PBL dan CTL efektif ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan pendekatan PBL lebih efektif dibandingkan dengan pendekatan CTL ditinjau dari motivasi belajar siswa, namun tidak lebih efektif ditinjau dari kemampuan komunikasi matematis.Kata Kunci:  pendekatan Problem-Based Learning, pendekatan Contextual Teaching and Learning,   kemampuan komunikasi matematis, dan motivasi belajar siswa. The Effectiveness of PBL Approach and CTL Viewed from Mathematical Communication and Learning Motivation of Students Junior High School  AbstractThis study aims to examine  the effectiveness of Problem Based-Learning (PBL) and Contextual Teaching and Learning (CTL) viewed from students’ mathematical communication ability and learning motivation and which more effective instruction between PBL approach and CTL approach. This study was quasi experiment research. The population covered all grade VIII students of SMP Negeri 1 Margasari in Tegal Regency.  The sample of class VIII-A and VIII-H. To test the effectiveness of the PBL and CTL approaches, the data were analyzed using the one-sample t-test at the significance level of 5%. To determine differences in the effectiveness of mathematics teaching data were analyzed using Hotteling Trace at the significance level of 5% and followed by independent sample t- test to determine which approach was more effective. The results of this study show that: the PBL approach and CTL is effective to increase students’ communication ability and learning motivation and the PB L approach is more effective than the CTL approach viewed from students’ learning motivation but not more effective viewed from mathematical communication ability .Keywords: Problem-Based Learning approach, Contextual Teaching and Learning approach, mathematical communication ability, student’s learning motivation.

scholarly journals Concentration on Learning Program Development in Islamic Education

2018 ◽  
Vol 2 (2) ◽  
pp. 213
Author(s):  
Dalmeri Mawardi ◽  
Supadi Supadi
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
Islamic Education ◽  
Learning Approach ◽  
New Paradigm ◽  
Learning Program ◽  
Global Era ◽  
Contextual Teaching ◽  
Good Relation ◽  
Character Building

An effort to educate learner in Islamic education as an order to the learner be able to change character and behavior. For Islamic education, learner hoped to be able to understand whole Islamic teachings and comprehend the aim of Islamic education entirely. Islamic subject Learning system has planned systematically and referred to learning components which have oriented to the new paradigm and the application of contextual teaching and learning approach; the class condition will be conducive and comfortable for the learner to be motivated to learn Islamic subject. In contextual teaching and learning approach be able to direct the process of Islamic teaching and learning for growing learner good behavior, character building, and moral values that will become human who has proper responsibility, emotional, intellectual, and human who has emotional intelligence in developing the learner potency in applying of Islamic educational making good relation between God with human being and doing whole Islamic teachings in Global Era. How the learner knows about Islamic teachings, but it discusses what has known and realized by learner after learning.? Learner hoped to be able to have a strong desire and a high commitment to understand and apply Islamic teachings.Suatu upaya mendidik peserta didik dalam pendidikan Islam agar siswa dapat mengubah karakter dan perilaku. Melalui pendidikan Islam, pelajar berharap dapat memahami seluruh ajaran Islam dan memahami sepenuhnya tujuan dari pendidikan Islam. Sistem pembelajaran mata pelajaran pendidikan Islam harus direncanakan secara sistematis dan harus mengacu pada komponen pembelajaran yang berorientasi pada paradigma baru dan penerapan pendekatan pembelajaran kontekstual, kondisi kelas akan kondusif dan mudah bagi peserta didik untuk termotivasi belajar Islam objek kajiannya. Tentunya pendekatan pembelajaran kontekstual dapat mengarahkan proses pembelajaran dan pembelajaran keislaman untuk menumbuhkan perilaku baik peserta didik, pembentukan karakter, dan nilai-nilai moral yang akan menjadi manusia yang memiliki tanggung jawab baik, emosional, intelektual, dan manusia yang memiliki kecerdasan emosional dalam mengembangkan potensi pelajar dalam menerapkan pendidikan Islam membuat hubungan yang baik antara Tuhan dengan manusia dan melakukan seluruh ajaran Islam di Era Global. Bagaimana pelajar tahu tentang ajaran Islam, tetapi membahas tentang apa yang telah diketahui dan disadari oleh pelajar setelah belajar? Setiap peserta didik dapat termotivasi serta memiliki keinginan yang kuat dan komitmen yang tinggi untuk mewujudkan dan menerapkan ajaran Islam.

scholarly journals Peningkatan Kemampuan Membaca Puisi Anak dengan Pendekatan Contextual Teaching and Learning (CTL) pada Siswa Kelas V Sekolah Dasar

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Sutarti Sutarti
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Average Score ◽  
Learning Approach ◽  
Class V ◽  
Student Activity ◽  
Contextual Teaching ◽  
Children's Poetry

<p>Abstract. This study aims to determine the improvement of children's poetry reading skills with the Contextual Teaching and Learning approach in Class V Students of SDN 2 Nanggulan, District of Cawas, Klaten Regency, Semester I, Academic Year 2018/2019. This Classroom Action Research was conducted in the fifth grade of Nanggulan Elementary School 2 in Cawas District, Klaten Regency with a total of 17 students, consisting of 3 male students and 14 female students. This classroom action research is carried out three cycles in a continuous manner. Each cycle is carried out by planning, implementing, observing, and reflecting to determine the effectiveness of the action. Based on the analysis, it can be<br />concluded as follows: First, based on observations of teacher performance the results of the average score of teacher performance have increased from learning Cycle I for 1.3 Cycle II learning to 2.3, and at Cycle III 2.7. With the criteria of a sufficient limit score is a score of 2 and a score of 3 is good; Second, based on student activity data for three cycles, the average score about student activity experienced an increase from Cycle I learning at 1.2 learning Cycle II to 2.0 and in Cycle III learning to 2.8; Third, based on the results of the assessment of<br />reading children's poetry with the Contextual Teaching and Learning approach, the average score of the test results and assignments has increased from Cycle I learning to 70.89 Cycle II learning to 75.59 and Cycle III learning to 79.71 . Increasing the percentage of classical learning completeness by learning cycle I was 41.18%, learning Cycle II became 58.82%, and learning in Cycle III reached 82.35%. Thus through the Contextual Teaching and Learning approach the ability to read children's poetry in Class V students of SD Negeri 2 Nanggulan, District of Cawas, Klaten Regency, in the first semester of school year 2018/2019 can increase.</p>

scholarly journals A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Pragashni Padayachee ◽  
Hennie Boshoff ◽  
Werner Olivier ◽  
Ansie Harding
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Learning Context ◽  
Mathematics Intervention ◽  
Digital Video Disk ◽  
And Mathematics

This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

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