Integrated Character Education in Social Sciences with Contextual Teaching and Learning Approach

The purpose of this research is to enhance learning motivation and learning achievement of character education in disciplinary values in grade III students of SDN 2 Japan, Dawe, Kudus 2014/2015 Academic Year. This research is a classroom action research consisting of two cycles including planning, implementation, observation, and reflection. The subjects of the study are 25 of Students. Data are obtained using interviews, documentation and questionnaire. Data analysis techniques used are qualitative descriptive. The results of the classroom action research show that; 1) Application of thematic learning with the Contextual Teaching and Learning approach can appropriately increase motivation and learning achievement of character education in the discipline value of students in Elementary School 2 Jepang, Dawe sub-district, Kudus 2014/2015 Academic Year. Based on the results of the distribution of questionnaires on students' learning motivation, it was found that the success target of cycle I (76%) increased in cycle II to (96). 2) The advantage of thematic learning with the Contextual Teaching and Learning approach is that learning becomes more meaningful because students are shown the material concepts with the real world experienced in everyday life. The weaknesses students are hesitant in expressing their opinions.

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LEARNING PROFETIC VALUES BASED ON CONTEXTUAL TEACHING AND LEARNING APPROACH IN FORMING RELIGIOUS CHARACTERS OF STUDENTS (Multi Site Study at MI Plus Sabilul Muhtadin and MI Hidayatul Mubtadi'in Wates Sumbergempol)

JMIE (Journal of Madrasah Ibtidaiyah Education) ◽

10.32934/jmie.v5i2.313 ◽

2021 ◽

Vol 5 (2) ◽

pp. 225

Author(s):

Muhammad Hasanudin ◽

Elfi Mu’awanah ◽

Muhammad Muntahibun Nafis ◽

Eni Setyowati

Keyword(s):

Qualitative Research ◽

Character Education ◽

Teaching And Learning ◽

Educational Institutions ◽

Learning Approach ◽

Planning Stage ◽

Contextual Teaching ◽

And Behavior ◽

The Impact ◽

Depth Interviews

Character education is based on the concepts taught by the Prophet in forming the morals of students for it is important to be applied in educational institutions. The objective of this study is to determine the prophetic values that are carried out in forming the religious character of students, the process of internalizing these values, and their impact by using the Contextual Teaching and Learning approach. This research uses qualitative research, with a multi-site study design. The data was collected by means of in-depth interviews, observation and documentation. The results of this study indicate that: (1) Learning of prophetic values in improving the religious character of students is by instilling prophetic values, namely fatanah, amanah, sidiq, tabligh. (2) The process of internalizing the prophetic value using the Contextual Teaching and Learning approach in improving the religious character of students, is by several stages from the planning stage, providing understanding to students, the pilot stage, the planting stage, and the habituation stage. (3) The impact of learning prophetic values using the Contextual Teaching and Learning approach in improving the religious character of students has an impact on the abilities, knowledge, and behavior of students.

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The Reinforcement of Dharma Gita Bali Values in Historical Learning to Improve Student’s Tolerace Attitude

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v5i2.326 ◽

2018 ◽

Vol 5 (2) ◽

pp. 247

Author(s):

I putu Adi Saputra ◽

Sariyatun Sariyatun ◽

Akhmad Arif Musadad

Keyword(s):

Character Education ◽

Teaching And Learning ◽

Reflective Thinking ◽

Learning Model ◽

Learning Approach ◽

The Past ◽

Religious Ceremony ◽

Contextual Teaching

Dharma Gita is the hymn of truth that consist of the order of values, religion, obligations, laws, morality, and beliefs of the Balinese society. Dharma Gita can be categorized as the local wisdom that exist and flourish from the past to present times in the religious ceremony of Hindu Bali. In order to improve the student’ tolerance attitude, the values of Dharma Gita should be integrated with the historical learning. The elaboration between Dharma Gita values in the historical learning produces the meaningful character education for the students. This research aims to integrate the local values into the model of historical learning based on the Contextual Teaching and Learning (CTL) learning approach. In the authors’ perspective, the CTL is appropriate with the objective of learning to improve the student’s tolerance attitude. It is because the learning model could create the reflective thinking that gives a contribution to the formation of the student’s character.

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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

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i2.6987 ◽

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.

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PENINGKATAN KEMAMPUAN PENALARAN STATISTIS SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KONTEKSTUAL

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v6i1.300 ◽

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.

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

Alinea: Jurnal Bahasa, Sastra, dan Pengajaran ◽

10.35194/alinea.v1i1.93 ◽

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

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

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v11i2.10660 ◽

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.

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Concentration on Learning Program Development in Islamic Education

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v2i2.35 ◽

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.

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

JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan ◽

10.20961/jpi.v5i1.33832 ◽

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

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 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 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.

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In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

Teaching Sociology ◽

10.1177/0092055x20907979 ◽

2020 ◽

Vol 48 (2) ◽

pp. 107-119

Author(s):

Patrick R. Cundiff ◽

Olivia McLaughlin ◽

Katherine Brown ◽

Keiondra Grace

Keyword(s):

Social Sciences ◽

Student Learning ◽

Teaching And Learning ◽

Mastery Learning ◽

Relevant Literature ◽

Learning Approach ◽

Learning Approaches ◽

Social Science Education ◽

Level Of Understanding ◽

The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

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