scholarly journals Development of Contextual Teaching and Learning (CTL) Models in Applied Physics Courses

2021 ◽  
Vol 8 (3) ◽  
pp. 364
Author(s):  
Fadhilah Fadhilah ◽  
Z. Mawardi Effendi ◽  
Ridwan Ridwan
Keyword(s):  
Learning Community ◽  
Instructional Development ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Learning Material ◽  
Applied Physics ◽  
Hypothetical Model ◽  
Physics Courses ◽  
Basic Course ◽  
Learning Concept

Applied Physics is a basic course in engineering science. As an applied science, it is expected that it can be seen its application in learning material as skills demanded by graduates. CTL is a learning concept that help teachers connect the material they teach with real-world situations of students and encourage students to make connections between the knowledge they have and their application in their lives. The instructional development model used is the IDI (Instructional Development Institute) which consists of define, develop, and evaluate. The result of this development with a CTL-based model has syntactic of Display, Inquiry, Learning Community, and Authentic Assessment (DILA). The structure of the model in the form of a theoretical model has been validated by a hypothetical model that will be tested for its application. The syntax that exists in the DILA learning model trains students to make discoveries, cooperate and make judgments.

scholarly journals Analysis of contextual teaching and learning (CTL) in the course of applied physics at the mining engineering department

2017 ◽  
Vol 1 (1) ◽  
pp. 25
Author(s):  
Fadhilah Fadhilah ◽  
Z. Mawardi Effendi ◽  
Ridwan Ridwan
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Technology Innovation ◽  
Authentic Assessment ◽  
Mining Engineering ◽  
Applied Physics ◽  
The Real ◽  
Engineering Studies ◽  
Real Model ◽  
Engineering Department

Applied Physics is used to comprehend any other technical engineering studies and as the foundation of technology innovation. As one of the curriculum components in helping the students to be competent in certain skills, it is used to develop intellectual, attitude, interest, skill and creativity. Physics is a course containing materials in form of fact, concept, principle and procedure. The method used in this research was literature studies and observation. The purpose of the research was to analyze whether the seven CTL principles are needed in Applied Physics or it can be simplified. The seven principle used in Indonesia are constructivism, inquiry, questioning, learning community, modelling, reflection and authentic assessment. Having conducting literature studies, especially for Applied Physics, inquiry can be applied along with questioning. Modelling is not the priority because Applied Physics does not need the real model, but only needs an example for Mining Engineering. Meanwhile, reflection has been accommodated in every learning step. Conclusively, constructivism, inquiry and questioning, learning community and authentic assessment are the steps needed during the learning of Applied Physics using CTL approach.

scholarly journals Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

2019 ◽  
Vol 15 (1) ◽  
pp. 46-51
Author(s):  
F. Fadhilah ◽  
Z. M. Effendi ◽  
R. Ridwan ◽  
M. Alias
Keyword(s):  
Learning Community ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Applied Physics ◽  
Post Test ◽  
Contextual Teaching ◽  
Physics Course

There is the fact that the students' learning outcome in Applied Physics course related to the application of the mining industry is unsatisfactory. Based on the results of the final score, the rate of successful students was only around 40%. Moreover, students' understanding application is also not by the desired competencies. In this research, a learning model was developed from the Contextual Teaching and Learning Model (CTL), i.e., DILA model which consists of four syntaxes (Display, Inquiry, Learning Community, and Authentic Assessment). The effectiveness of the DILA learning model was investigated to improve students’ learning outcomes in the Applied Physics course. This research employed the quasi-experimental design where the experimental class was treated by DILA model based on Contextual Teaching and Learning; whereas control class was not treated by the model. Data were obtained from the results of the pre-test and post-test scores; then it was analyzed by a parametric with an independent t-test, related t-test, and the effect size. The results indicate that there was a significant increase in students’ learning outcomes in the experimental class compared to the control class. In conclusion, DILA model can improve students’ learning outcomes in the Applied Physics course effectively.Hasil belajar Fisika Terapan yang diperoleh mahasiswa yang terlihat dari nilai akhir semester dan penerapan pada industri pertambangan pada umumnya tidak memuaskan. Tingkat kelulusan mahasiswa hanya sekitar 40%. Sehingga pemahaman mahasiswa dalam penerapannya juga tidak sesuai dengan kompetensi yang diinginkan. Model DILA merupakan salah satu model pembelajaran yang dikembangkan dari Model Contextual Teaching and Learning (CTL). Model DILA terdiri atas empat sintaks yaitu: Display, Inquiry, Learning Community, dan Authenthic Assessment. Penelitian ini ditujukan untuk mengukur efektifitas Model Pembelajaran DILA guna meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan. Penelitian ini merupakan quasi eksperiment dimana kelas eksperimen diberikan pembelajaran dengan Model DILA berbasis Contextual Teaching and Learning. Data diperoleh dari hasil pre-test dan post-test dan diolah secara parametric dengan t test sample independent dan t test related serta effect sizenya. Hasil penelitian ini menunjukkan bahwa model pembelajaran DILA yang diterapkan pada matakuliah Fisika Terapan di Jurusan Teknik Pertambangan adalah efektif. Ini berarti model Pembelajaran DILA dapat meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan.

scholarly journals Teaching English Using Poetry: An Alternative to Implement Contextual Teaching and Learning

2018 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Samanik Samanik
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Real Life ◽  
Authentic Assessment ◽  
Effective Learning ◽  
Classroom Activities ◽  
Life Context ◽  
Contextual Teaching ◽  
Main Components ◽  
Community Modeling

This paper describes poetry as an alternative to implement Contextual Teaching and Learning (CTL). CTL places learning and learning activities in a real-life context, incorporating not only what is learned but also why students should learn it. Meanwhile, poetry is chosen for its authenticity, in which, all nations have their own record on poetry. The classroom activities which involve poetry are poetry production (writing), poetry performance (reading), and poetry appreciation (speaking). By using poetry, learning processes are expected to meet the seven main components of effective learning: constructivism, questioning, inquiry, learning community, modeling, and authentic assessment. Moreover, the learning process can develop not only language skills but also critical thinking skill.  Keywords: Contextual Teaching and Learning (CTL), poetry, components of ideal teaching and learning

scholarly journals THE ASSEMBLING OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL ASSISTED BY ORIGAMI PAPER MEDIA FOR INCREASING PLANE LEARNING RESULT IN THE FIFTH GRADE OF PRIMARY SCHOOL

2017 ◽  
Vol 1 (3) ◽  
pp. 176
Author(s):  
Dyah Tri Wahyuningtyas
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Primary School ◽  
Learning Community ◽  
Key Words ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Fifth Grade ◽  
Average Score ◽  
The Subject

Abstract: The objective of this study was describing the application of CTL model assisted by origami media for increasing learning result of plane circumference in the fifth grade of primary school. It was a qualitative research by using Classroom Action Research (CAR) methodology. The subject research was 43 students in the fifth grade in Bunuwetan Pakis primary school. The steps are: (1) Introduction, (2) Material presentment step (constructivism, inquiry, questioning, learning community, modelling, reflecting, and authentic assessment), conclusion and (3) Closing. The scoring result of this study was 80% in the activity of the teacher in cycle I, it included good category. In cycle II was getting 96% and including excellent category. The activity of the students was getting 67,14% and including quite active category. Besides, in cycle II it got 92,86%, involved very active category. The result study in cycle I was gotten from classical mastery 69,77% and the average score was 63,83. The cycle II was 81,39% and the average score was 80,93. Therefore, can be concluded that the assembling of CTL model assisted by origami could increase the learning result of the fifth grade in Bunuwetan Pakis Primary school.      Key words: CTL, origami, plane    

scholarly journals High-order thinking skill in contextual teaching and learning of mathematics based on lesson study for learning community

2018 ◽  
Vol 7 (3) ◽  
pp. 1576 ◽  
Author(s):  
Hobri . ◽  
Ice Septiawati ◽  
Antonius Cahya Prihandoko
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Teaching And Learning ◽  
High Order ◽  
Control Group ◽  
Learning Material ◽  
Thinking Skill ◽  
High Order Thinking Skill ◽  
Contextual Teaching ◽  
High Order Thinking

This research aimed to develop Mathematics instructional instruments by using Contextual Teaching and Learning (CTL) Based on Lesson Study for Learning Community (LSLC) on “Sequence and Series” Learning Material for the tenth grade students of vocational school as well as to know its effect on the students’ high-order thinking skill. The method used is mixed methods with concurrent triangulation strategy model namely research and development method with Thiagarajan model combined with quantitative method using non equivalent control group design quasi experimental pretest-posttest. The research subjects were the students of SMKN 1 Panji of Situbondo regency, from which two classes were chosen as research sample, class X Accounting 2 as the control class and class X Accounting 3 as the ex-perimental class. High-order thinking skill is measured by using essay test. Assumption test of normality and homogeneity of variance was tested before analyzing the data. The result of the first test showed that the data were not normally distributed. Therefore, the data were ana-lyzed by using Mann-Whitney analysis. The research results showed that: (1) the instructional instruments resulted is valid, the implementa-tion of the instructional instruments is in practical and effective; (2) the significance value (2-tailed) is 0.000 (p < 0.05), which indicated that the application of learning by using CTL Based on LSLC had a significant effect on the students’ high-order thinking skill.  

scholarly journals The Implementation of CTL Method in teaching English to the students of MAN 1 Enrekang

2021 ◽  
Vol 16 (1) ◽  
pp. 125-136
Author(s):  
Rahmad Risan ◽  
Hasriani Hasriani ◽  
Maemuna Muhayyang
Keyword(s):  
High School ◽  
Learning Community ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Authentic Assessment ◽  
English Teachers ◽  
Limited Time ◽  
Teaching English ◽  
Five Elements

This research shows the implementation of contextual teaching and learning conducted by the English teachers of MAN 1 Enrekang in teaching English. MAN 1 Enrekang is senior high school that is located in Enrekang regency, Sulawesi Selatan, as one of the schools where most of the teachers there implement CTL method in teaching, include teaching English. However, sometimes the students still find it difficult to understand the material being taught, especially English. This research employed descriptive qualitative method, in which the data collected and analyzed qualitatively by giving description about the phenomena or facts have been found in the field. The subjects of the research were the English teachers of MAN 1 Enrekang. They are English teachers who have implemented CTL in teaching English. Based on the result, it can be concluded that the implementation of CTL method in teaching English to the students of MAN 1 Enrekang was not totally or fully conducted. There are seven elements should be applied in teaching and learning for implementing CTL. They are constructivism, inquiry, modeling, reflection, learning community, questioning, and authentic assessment. Eventhough the teachers understood and admitted implementing CTL in teaching English, the result of the observation shows that the English teachers applied only five elements of CTL in the classroom, while there were two elements of CTL those have not been applied because of the limited time in teaching and learning process, they are constructivism and inquiry. The element of CTL that was applied frequently is questioning

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PERBANDINGAN DI KELAS VII SMP NEGERI 22 PALU

Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 84-96
Author(s):  
Nurfidiya Nurfidiya ◽  
Dasa Ismaimuza ◽  
Ibnu Hadjar
Keyword(s):  
Learning Community ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Student Activities ◽  
Contextual Teaching ◽  
Main Components ◽  
Improve Student Learning

Contextual Teaching and Learning yang dapat meningkatkan hasil belajar siswa pada materi perbandingan di kelas VII SMP Negeri 22 Palu. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang mengacu pada desain penelitian Kemmis dan Mc. Taggart, yakni perencanaan, tindakan, observasi, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Subjek penelitian ini adalah siswa kelas VII SMP Negeri 22 Palu yang terdaftar pada tahun ajaran 2017/2018. Jumlah subjek penelitian ini adalah 27 siswa dan terpilih 3 siswa sebagai informan. Pada penelitian yang telah dilaksanakan, diperoleh bahwa dari hasil observasi guru dan siswa pada siklus I pada kategori baik dengan persentase aktivitas guru 79,41 % dan aktivitas siswa 73,53 % sedangkan hasil observasi guru dan siswa pada siklus II pada kategori sangat baik dengan persentase aktivitas guru 94,12 % dan aktivitas siswa 85,29 % sehingga hasil belajar siswa Kelas VII SMP Negeri 22 Palu mengalami peningkatan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan Pendekatan CTL dapat meningkatkan hasil belajar siswa pada materi perbandingan di SMP Negeri 22  Palu dengan melibatkan 7 komponen utama, yaitu : (1) constructivism (konstruktivisme), (2) questioning  (bertanya), (3) inquiry (menemukan), (4) learning community (masyarakat belajar),   (5) modelling (pemodelan), (6) reflection (refleksi), dan (7) authentic assessment (penilaian autentik). Kata kunci: contextual teaching and learning, hasil belajar, perbandingan Abstract:This research was aimed to describe about the application of Contextual Teaching and Learning in order to improve Learning outcomesin proportion of grade VII students’ at SMP Negeri 22 Palu. It was a class action research referred from Kemmis and Mc.Taggart’s design of research which explained to do actions of planning, observation, and reflection. It applied into two cycles. Subject of this research was grade VII students’ at SMP Negeri 22 Palu registered in 2017/2018 years. Total subjects in the class were 27 students and 3 of them were chosen as informants.In the research that has been carried out, it was found that from the results of teacher and student observations in the first cycle in the good category with the percentage of teacher activity 79,41 % and student activities 73.53 % while the results of teacher and student observations in the second cycle in the excellent category with a percentage Teacher activity 94.12% and student activity 85.29 % so that the learning outcomes of Class VII students of SMP Negeri 22 Palu have increased.Based on these results, it can be concluded that the application of the CTL Approach can improve student learning outcomes in comparison material in SMP Negeri 22 Palu involving 7 main components, namely: (1) constructivism (constructivism), (2) questioning (asking), (3) inquiry (inquiry), (4) learning community (learning community), (5) modeling (modeling), (6) reflection (reflection), and (7) authentic assessment. Keywords: contextual teaching and learning, learning outcomes, proportion.

scholarly journals Penerapan Pendekatan Contextual Teaching and Learning (CTL) untuk Meningkatkan Hasil Belajar Siswa SMPN 18 Sigi pada Materi Sistem Persamaan Linear Dua Variabel (SPLDV)

2018 ◽  
Vol 5 (2) ◽  
pp. 113-122
Author(s):  
Hajerina Hajerina
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Real Life ◽  
Authentic Assessment ◽  
Final Test ◽  
Real Life Situation ◽  
Class Viii ◽  
Contextual Teaching ◽  
Improve Student Learning ◽  
Planning Action

This research is a classroom action research with the aim to improve student learning result of SMPN 18 Sigi toward SPLDV. An alternative action used to achieve that goal by applying Contextual Teaching and Learning (CTL) approach which is a learning that relate material to real life situation both in groups and individuals which concists 0f 7 components, namely : (1) Contructivisme, (2) Quistioning, (3) Inquiry, (4) learning community, (5) modelling, (6) reflection, (7) authentic assessment. The subjects of this study were students of class VIII E SMPN 18 Sigi. The design of this study using the model Kemis and Mc Taggart consisting of the planning, action, observasion, and reflection. Based on the results of research shows that the learning activities have been running well and have increased in every cycle. This can be seen from the percentage of classical learning mastery. In the final test of cycle I reached the average student scoe of 72.22 % and in the final test of cycle II increased to 83.33% in good qualification.

scholarly journals Pendekatan Kontekstual dalam Pendidikan Jasmani (577- – 589) - Eka Supriatna

2012 ◽  
Vol 6 (3) ◽  
Author(s):  
Eka Supriatna
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Contextual Teaching

Kurikulum 2004 dan 2006 yang merupakan Kurikulum Berbasis Kompetensi (KBK) menuntut semua mata pelajaran menggunakan pendekatan pembelajaran yang mampu mengupayakan pengembangan kemampuan siswa dalam mengelola perolehan belajar (kompetensi) yang paling sesuai dengan kondisi masing-masing.  Dengan demikian proses pembelajaran lebih mengacu kepada bagaimana siswa belajar dan bukan lagi pada apa yang dipelajari.  KBK menempatkan siswa sebagai subjek didik, yaitu lebih banyak mengikutsertakan siswa dalam proses pembelajaran.  Pendekatan ini bertolak dari anggapan bahwa siswa memiliki potensi untuk berpikir sendiri, dan potensi tesebut hanya dapat diwujudkan apabila mereka diberi banyak kesempatan untuk berpikir sendiri. Pendekatan kontekstual (Contextual Teaching and Learning/CTL) merupakan konsep belajar yang membantu guru mengaitkan antara materi yang diajarkannya dengan situasi dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat, dengan melibatkan tujuh komponen utama pembelajaran efektif, yaitu: konstruktivisme (Constructivism), bertanya (Questioning), menemukan (Inquiry), masyarakat belajar (Learning Community), pemodelan (Modelling), dan penilaian sebenarnya (Authentic Assessment).  Pembelajaran penjas yang menggunakan pendekatan kontekstual diharapkan membantu tercapainya tujuan mata pelajaran penjas.  Pengalaman gerak yang diperoleh siswa diharapkan bukan karena mencontoh atau meniru guru akan tetapi siswa menemukan pola geraknya sendiri dengan bantuan/fasilitas dari guru.

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