Keefektivan Pendekatan Contextual Teaching and Learning (CTL) untuk Meningkatkan Kemampuan Berpikir Kritis dan Rasa Ingn Tahu Mahasiswa

This article aims to describe the study results about the effectiveness of using the Contextual Teaching and Learning (CTL) approach to critical thinking skills and college student curiosity in the Pancasila Education subject. The research instrument used in this study was a questionnaire about curiosity and elaboration questions to test students’ critical thinking skills. The trial subjects were 55 third semester students. The effectiveness of data analysis based on test results is done by determining the percentage of students’ mastery learning and determining the gain score <g> in the class that is used as the research subject. Based on the achievement of mastery learning classically reached 83.64% with the number of students 46 out of 55 students. Gain score <g> of 0.61 or in the “medium” category. Based on the results of tests of students “critical thinking skills shows that the CTL approach is effective for improving students” critical thinking skills. Achievement of student curiosity based on the results of the questionnaire in the “very high” category with a percentage reaching 72.73% or as many as 40 students from 55 students. Besides the gain score <g> of 0.61 or in the category of “medium”. Based on the curiosity questionnaire shows that the CTL approach is effective for developing student curiosity.

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Keefektivan pendekatan contextual teaching and learning (CTL) untuk meningkatkan kemampuan berpikir kritis dan rasa ingin tahu mahasiswa pada mata kuliah pendidikan Pancasila

HUMANIKA ◽

10.21831/hum.v19i2.27226 ◽

2020 ◽

Vol 19 (2) ◽

pp. 70-81

Author(s):

Triyani Triyani

Keyword(s):

Critical Thinking ◽

Civic Education ◽

Teaching And Learning ◽

Research Output ◽

Mastery Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Gain Score ◽

Contextual Teaching ◽

Very High

This study aims to develop and apply the Contextual Teaching and Learning (CTL) approach to the Pancasila (civic) education course with the aim of strengthening the attitudes, knowledge, and skills of students regarding Pancasila education. The research output produced is the publication of research results in scientific journals. The research instruments used in this study were a curiosity questionnaire and a description of the questions to test the students’ critical thinking skills. The subjects of the trial in this study were 55 sophomore students in the third semester. The effectiveness of the data analysis based on the results of the test was done by determining the percentage of students’ mastery learning and determining the gain score g in the class used as the research subject. Based on the achievement of mastery learning, classical learning reached 83.64% with the number of students 46 out of 55 students. Gain score g is 0.61 or is in the “moderate” category. Based on the results of tests of students’ critical thinking skills, the CTL approach was effective to improve students’ critical thinking skills. The achievement of students’ curiosity based on the results of the questionnaire is in the “very high” category, by the percentage reaching 72.73% or as many as 40 students from 55 students. In addition, the gain score g is 0.61 or is in the “moderate” category. Based on the curiosity questionnaire, it showed that the CTL approach is effective for developing a student’s curiosity. Penelitian ini bertujuan untuk mengembangkan dan menerapkan pendekatan Contextual Teaching and Learning (CTL) pada mata kuliah pendidikan Pancasila dengan tujuan untuk memperkokoh sikap, pengetahuan, dan keterampilan mahasiswa mengenai pendidikan Pancasila. Luaran penelitian yang dihasilkan adalah publikasi hasil penelitian pada jurnal ilmiah. Instrumen penelitian yang digunakan dalam penelitian ini adalah angket rasa ingin tahu dan soal uraian untuk uji kemampuan berpikir kritis mahasiswa. Subjek uji coba dalam penelitian ini adalah mahasiswa semester tiga (3) yang berjumlah 55 mahasiswa. Analisis data keefektivan berdasarkan hasil tes dilakukan dengan cara menentukan persentase ketuntasan belajar peserta didik dan menentukan gain score g pada kelas yang dijadikan subjek penelitian. Berdasarkan pencapaian ketuntasan pembelajaran secara klasikal mencapai 83.64% dengan jumlah mahasiswa 46 dari 55 mahasiswa. Gain score g sebesar 0.61 atau berada pada kategori “sedang”. Berdasarkan hasil tes kemampuan berpikir kritis mahasiswa menunjukkan bahwa pendekatan CTL efektiv untuk meningkatkan kemampuan berpikir kritis mahasiswa. Ketercapaian rasa ingin tahu mahasiswa berdasarkan hasil angket pada kategori “sangat tinggi” yakni dengan persentase mencapai 72.73% atau sebanyak 40 mahasiswa dari 55 mahasiswa. Selain itu gain score g sebesar 0.61 atau berada pada kategori “sedang”. Berdasarkan angket rasa ingin tahu menunjukkan bahwa pendekatan CTL efektif untuk mengembangkan rasa ingin tahu mahasiswa.

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KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR ◽

10.24036/jippsd.v1i2.8617 ◽

2017 ◽

Vol 1 (2) ◽

Author(s):

Masniladevi Masniladevi

Keyword(s):

Critical Thinking ◽

Primary Schools ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Teachers And Students ◽

Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

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Improving Students' Critical Thinking Ability through Learning Local History of Tanggomo with Contextual Teaching and Learning Approach at SMAN 03 Gorontalo

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v4i1.1784 ◽

2021 ◽

Vol 4 (1) ◽

pp. 606-614

Author(s):

Djulia Indriani AH Mahmud ◽

Warto Warto

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Positive Influence ◽

Local History ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning History ◽

History Learning ◽

Contextual Teaching

This study aims to determine the relevance of local history learning to increasing critical thinking skills. Today's critical thinking skills have become the main ability students must have, but the history learning application which still tends to focus on improving students' cognitive by requiring students to memorize historical facts, makes students not have the opportunity to think critically. The lack of discussion of local history is also a problem in itself for learning history, even though local history can help students find meaning in learning history by examining events that are close to the student's environment. This study used a quasi-experimental method with a two-group pretest and posttest design. The results obtained indicate that historical learning that integrates local history using a contextual teaching and learning approach can improve students' critical thinking skills, this can be proven by the t test which was carried out by obtaining a significance of 0.00 <0.05, meaning that there is a significant and positive influence on history learning. local to improve students' critical thinking skills.

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The Effectiveness of Science Learning using Contextual Teaching and Learning to Improve Elementary School Students' Critical Thinking Skills

Proceedings of the 1st International Conference on Education Innovation (ICEI 2017) ◽

10.2991/icei-17.2018.104 ◽

2018 ◽

Author(s):

Zaimatus Zaifaro ◽

Mr. Muhari ◽

B. Jatmiko

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Elementary School Students ◽

Teaching And Learning ◽

Science Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

School Students ◽

Contextual Teaching

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Development of Biological E-Module Based on Contextual Teaching and Learning (CTL) Learning on Structure and Function of Plants and Animal Networks to Improve Critical Thinking Skills of Class XI MIPA SMA Students

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ◽

10.47191/ijmra/v4-i12-35 ◽

2022 ◽

Vol 04 (12) ◽

Author(s):

Yunila Fajrida ◽

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Structure And Function ◽

Critical Thinking Skills ◽

Material Structure ◽

Animal Tissues ◽

Significant Difference ◽

Contextual Teaching ◽

And Function

In the field of education, the presence of technology has helped teachers a lot in carrying out learning. Future education cannot only focus on cognitive aspects. To face various problems and challenges of the times in the future, students are expected to have much better attitudes, skills, and knowledge competencies, to be more creative, innovative, and productive. The purpose of this research is to analyze the feasibility and effectiveness of the development e-module Biology based on Contextual Teaching and Learning (CTL) on the material structure and function of plant and animal tissues to improve the critical thinking skills of students in class XI MIPA SMA that are valid, practical, and effective. The results showed that the e-module Biology based on Contextual Teaching and Learning (CTL) on the structure and function of plant and animal tissues to improve critical thinking skills of students in class XI MIPA SMA has a very valid category with a validator value of 89.33%, very practical 93.33% by Biology teachers and students with a score of 87.52% and the results of the effectiveness test of the CTL - based e-module showed that it was very effective, there was a significant difference between classes that used CTL - based e-modules and classes that did not use CTL - based e-modules . So, it can be concluded that the CTL-based Biology e-module that has been developed is very valid, very practical, and very effective.

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Research Design prototype of Teacher Book and Student Book based on Contextual Teaching and Learning (CTL) to Practice Critical Thinking Skills of Grade VII

International Journal of Scientific and Research Publications (IJSRP) ◽

10.29322/ijsrp.9.10.2019.p9436 ◽

2019 ◽

Vol 9 (10) ◽

pp. p9436

Author(s):

Eva Lestari ◽

Zainul Arifin Imam Supardi ◽

Wahono Widodo

Keyword(s):

Critical Thinking ◽

Research Design ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Contextual Teaching

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The Development of Economic Learning Model through CTL (Contextual Teaching and Learning) to Promote Students’ Critical Thinking Skill

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i2.900 ◽

2020 ◽

Vol 3 (2) ◽

pp. 714-723

Author(s):

Sudarmiani Sudarmiani

Keyword(s):

High School ◽

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Senior High School ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Models ◽

Contextual Teaching

This study aimed to describe the economic learning model that has been used in Islamic Senior High School 2 Madiun, the development of economic learning models through the CTL (Contextual Teaching and Learning) approach, and the results of research and development in economic learning model through the CTL (Contextual Teaching and Learning) approach to improve students' critical thinking skills. This study was research and development with the ADDIE approach which consists of Analysis, Design, Development, Implementation, and Evaluation. Based on the result of the analysis stage, the economic learning in Islamic Senior High School 2 Madiun was relatively conventional and yet using innovative models in economic learning. So then the innovation in the economic learning model aimed to improve students' critical thinking skills which still relatively low. Based on the results of preliminary studies and development stage, the design of economic learning models through the CTL (Contextual Teaching and Learning) approach is more effective and innovative in implement the economic learning process, especially in improving students' learning outcomes and critical thinking skills in Islamic Senior High School 2 Madiun.

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Implementasi Pembelajaran Contextual Teaching And Learning Melalui Metode Observasi Laboratorium Dan Lingkungan Untuk Meningkatkan Sikap Ilmiah Dan Berpikir Kritis Siswa

Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi ◽

10.25134/edubiologica.v7i2.2399 ◽

2020 ◽

Vol 7 (2) ◽

pp. 54

Author(s):

Rohimbun Rohimbun ◽

Sulistyono Sulistyono ◽

Asep Ginanjar Arip

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Models ◽

Scientific Attitude ◽

Laboratory Observation ◽

Observation Methods ◽

Contextual Teaching ◽

Scientific Attitudes

This research is motivated by students' critical thinking skills in processing information while the learning process is still low. The purpose of this study is 1) to describe the implementation of learning by implementing contextual teaching and learning models through laboratory observation and environmental methods on scientific attitudes and critical thinking of students, 2) to obtain implementation data in contextual teaching and learning models through laboratory observation methods and the environment can improve scientific attitude, 3) to determine the implementation of contextual teaching and learning models through laboratory observation and environmental methods can improve critical thinking skills, 4) to uncover students' responses to the implementation of contextual teaching and learning models through laboratory and environmental observation methods on scientific attitudes and critical thinking students. The method used in this study is a mixed method (mixed methods research design). With the sampling technique using cluster random sampling, there were 2 classes, each of which amounted to 30 students for the experimental class and 30 students for the control class. The research instrument used was task and rubric students' scientific attitudes, essay tests of critical thinking skills, student response questionnaires to learning and observation sheets of teacher and student activities. The data analysis technique used is the normality test, homogeneity test and hypothesis test. Based on the results of the analysis of hypothesis testing shows the value t = 4.476 with Sig. 0.001 <0.05 means that the implementation of the contextual teaching and learning model through laboratory observation methods and the environment can improve scientific attitudes. Based on the results of hypothesis testing shows the value t = 8.486 with Sig. 0.001 <0.05 means that the implementation of the contextual teaching and learning model through laboratory and environmental observation methods can improve critical thinking skills in plant material at SMA 1 Darma Kuningan. The conclusion in this study is the implementation of contextual teaching and learning through laboratory observation and environmental methods to improve scientific attitudes and critical thinking of students in plant classification material at SMA 1 Darma KuninganKeywords: Contextual teaching and learning; Laboratory observation methods and environment; Scientific attitude; Critical thinking

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THE DEVELOPMENT OF CLASS-BASED ASSESSMENT TO MEASURE STUDENT CRITICAL THINKING ON CHEMICAL LEARNING USING THE CONTEXTUAL TEACHING AND LEARNING MODEL

Indonesian Journal of Learning and Instruction ◽

10.25134/ijli.v1i1.1278 ◽

2018 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Nahadi Nahadi ◽

Wiwi Siswaningsih ◽

Sarah Fadilla

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

High Reliability ◽

Multiple Choice ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Multiple Choice Questions ◽

Validity Indicators ◽

Contextual Teaching ◽

Distinguishing Features

The purpose of this study was to obtain class-based assessment instrument that can measure the critical thinking skills of students in learning chemistry using a model of contextual teaching and learning . The research method used is a research and development (R & D) with the design of the study one group pretest-posttest. The study was conducted on 34 students of class X at one of the public high schools in Bandung with the object of research in the form of assessment tools consisting of critical thinking skills test consisting of 15 multiple choice questions grounded, 3 pieces of essays, and 6 pieces of matter worksheets, observation sheet, guidance interviews, and questionnaires . The results showed that the multiple choice questions have reasoned highest validity deduce indicators and consider the results of deduction,� low reliability, level of difficulty between easy to difficult , and significant distinguishing features. Essay has the highest validity indicators ask and answer questions with high reliability, moderate difficulty level, and significant distinguishing features. Student Worksheet has the highest validity indicators ask and answer questions with very high reliability, level of difficulty between easy to moderate, and significant distinguishing instrument developed to measure students' critical thinking skills about the views of validity, with the highest validity of multiple choice questions grounded is number 4 and 13, the highest validity essay is number 1a and 1b, and the highest validity LKS numbers 1, 2, and 3. Contextual teaching and learning can be supportive in improving students' critical thinking skills that can be seen from curiousity stages through observation sheet.Keywords: class-based assessment; critical thinking skills; contextual.

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