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>

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 Pembelajaran Inovatif Ipa MI/SD Berorientasi Konstruktivistik (Contextual Teaching And Learning)

2020 ◽  
Vol 1 (2) ◽  
pp. 144
Author(s):  
Yulia Pramusinta
Keyword(s):  
Science Teacher ◽  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Interpersonal Skills ◽  
Learning Science ◽  
Micro Level ◽  
Contextual Teaching

Abstract: Every science teacher is expected to always learn throughout life, including learning how to teach students science better and more interesting, so that students like learning science and are eager to learn it with pleasure as such a provision of life. One of the efforts to deal with it is by implementing CTL-based science learning innovation. Learning innovation is the implementation of a new idea at the micro level in classroom in order to improve the learning process and outcomes. This new idea could be implemented by both adopting and adapting what is already emerging or creating a new way of teaching students. Teachers change their role. They no longer teach, but also facilitate their students in experiencing the learning process. The teachers act as models by modeling how to enthusiastically deal with the lifelong learning, creating conducive conditions so that students could experience the so-called active, creative, effective, and fun (PAKEM) learning. Teachers are also expected to develop the character of their students. There are various learning innovations that could be used by teachers, one of which is  primarily based on CTL, which has such characteristics as modeling, constructivism, questioning, developing interpersonal skills, shaping learning communities, reflections, and authentic assessment.Keywords: Science learning, contextual teaching and learning

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 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.

scholarly journals The Implementation of Contextual Teaching and Learning Approach on Science Learning in Elementary School

2018 ◽  
Vol 1 (3) ◽  
pp. 92
Author(s):  
Hery Kresnadi ◽  
Ridho Nuryanto ◽  
Umi Rawdhatul Islami
Keyword(s):  
Elementary School ◽  
Direct Observation ◽  
Natural Science ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Science Learning ◽  
Real Life ◽  
Learning Approach ◽  
Learning Material ◽  
Contextual Teaching

This study aims to describe the way to apply contextual teaching and learning approach on natural science learning of 6th-grade students of Pontianak Selatan 14 State Elementary School. This research uses qualitative descriptive method. The subjects of this study were researcher, teacher, and all of 6th-grade students of Pontianak Selatan 14 State Elementary School totaling 34 students. Data collection technique which used in this study are two techniques; they are direct observation technique and documents analyze. Instruments which used in this study are direct observation sheet and documents. Based on data analyze obtained, learning planning that uses the contextual teaching and learning approach needs to attention about the continuity between the learning material with the student’s experience in real life and the determination of efficient time allocation. The steps for implementing the contextual teaching and learning approach to natural science learning in Pontianak Selatan 14 State Elementary School have generally been well implemented and have an impact on the mastery of the material even though it has not been maximally individual.

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM UPAYA MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Minarni Minarni
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Learning Approach ◽  
Abstract Concepts ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Close Relationship ◽  
The Subject ◽  
Contextual Teaching

This research is motivated by the large number of students who find it difficult to understand the concept of mathematics because generally mathematics is an abstract subject so that the teacher must strive for learning to be concrete by applying learning that can relate the concept to the real life of students. One of the efforts is to apply a contextual teaching and learning approach to present learning that is full of abstract concepts to have a close relationship with students' daily lives. This type of research is a classroom action research conducted in class IV / A SDN 003 Sungai Salak. The number of research subjects was 24 students. The instrument used to analyze students' conceptual understanding used a multiple choice concept comprehension test. The results showed that students' understanding of mathematical concepts in the first cycle was 68.61 with 17 students who completed or 70.83%. In cycle II students' understanding of mathematical concepts increased to 71.11 with classical completeness of 83.33% where as many as 20 students were able to achieve the specified completeness. The conclusion based on the results of this study is that the application of the contextual teaching and learning approach can improve the understanding of the mathematical concepts of grade IV / A students of SDN 003 Sungai Salak on the subject of circumference and area of simple flat shapes.

scholarly journals Optimization Entrepreneurship Learning Through Contextual Teaching And Learning (CTL) Approach among High School Bussiness Student.

2019 ◽  
Author(s):  
Sri Hartatik
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Class Action ◽  
Learning Approach ◽  
Research Subjects ◽  
Community Learning ◽  
Face To Face ◽  
Contextual Teaching ◽  
Innovative Action

Symptoms decrease learning motivation among students in Entrepreneurship Education evocative writer to immediately undertake innovative action in the process of study with learning approach called Contextual teaching and Learning (CTL).This Approach create with blend of learning materials to life experienced every single day, so that the learning process was meaningful. Application of CTL approach is based on the following aspects: Constructiv, Inquiry, Finding Information, Community Learning, Modeling, Reflection and Actual assessment.¬ Answering the question of Entrepreneurship Learning How to optimize efforts through CTL approach, it is done by taking a Class Action Research. Research subjects was undergraduate business class student of SMK Negeri Pasirian, Indonesian district. This research through three cycles for each cycle is done in three times face to face with the stages: Planning, Implementing, Observing and Reflection. At the end of the activity for each cycle the result is determined by describing the results of observation and learning outcomes. The result was significant that the Learning Process Approach CTL capable of increasing the Learning outcome of the studenst, so that they are motivated to continue learning for the sake of next study achievement.

scholarly journals PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN AKTIVITAS SISWA DALAM PEMBELAJARAN IPA SISWA KELAS IIIB SD NEGERI 191 PEKANBARU

2019 ◽  
Vol 2 (1) ◽  
pp. 55
Author(s):  
Sagita Desriani ◽  
Mahmud Alpusari ◽  
Zariul Antosa
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Group Discussions ◽  
Student Activities ◽  
Student Activity ◽  
Contextual Teaching

The problem in this study is the lack of student activity because of the lack of conformity to the learning model with the science learning process, causing a lack of student activity in science learning. This research is to increase the activity of class IIIB students in Pekanbaru. Elementary School in science learning by applying the Contextual Teaching and Learning (CTL) model. This study uses classroom action research. The data in this study are quantitative. This can be seen from the percentage of student activity in the initial visual observations on student activities paying attention to the teacher with a 42.8% increase. In the activity of observing the experiment with an increase of 86.1%. In oral activities on the activity of issuing opinions with a 66.6% increase. In students, activities ask with an increase of 19.4%. On listening activities, when listening to teachers with an increase of 42.88%. On the activity of hearing the results of group discussions with an increase of 80.5%. In writing activities, the activity of writing experimental results with an increase of 50%. In the activity of evaluating with an increase of 49.91%. Drawing activity with 41.6% increase. In the metric activity, the activity of choosing tools and materials with a 75% increase. The activity carried out experiments with an increase of 72.2%. From the explanation above that by applying the Contextual Teaching and learning model can increase the activity of students in science learning students of class IIIB SD Negeri 191 Pekanbaru.

scholarly journals PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENERAPKAN PEMBELAJARAN TUNTAS (MASTERY LEARNING) KELAS XI-TKJ SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2019-2020

2021 ◽  
Vol 7 (2) ◽  
pp. 438
Author(s):  
H. M. Yusuf AS ◽  
Munawir Munawir ◽  
Lalu Syaifulbakhry
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Science Learning ◽  
Mastery Learning ◽  
Learning Activities ◽  
Learning Science ◽  
Learning Approach ◽  
Learning Achievement ◽  
Improve Student Achievement ◽  
Passive Attitude

ABSTRAKPrestasi belajar adalah hasil atau akibat dari kegiatan belajar.Untuk mengetahui tentang prestasi belajar perlu dijelaskan tentang hakekat belajar.Belajar merupakan suatu proses yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan,sebagai hasil pengalaman ( Slameto,1991).Dimana perubahan itu bersifat kontinyu dan fungsional,terjadi secara sadar,bersifat positif dan aktif,bukan bersifat sementara,bertujuan atau terarah,dan mencakup seluruh aspek tingkah laku yang selanjutnya dinamakan prestasi belajar. Prestasi belajar dapatdikatakan membekas atau konstan, jika perubahan yang terjadi akibatproses belajar tahan lama dan tidak terhapus begitu saja.Proses pembelajaran khususnya IPA Fisika  akan lebih efektifdan bermakna apabila siswa berpartisi aktif, dengan cara tidakmenunjukkan sikap pasif di dalam kelas maupun di luar kelas. Tetapisampai saat ini masih banyak terdengar keluhan bahwa mata pelajaranIPA Fisika  membosankan, tidak menarik, memusingkan yang cenderungmembuat siswa menjadi kurang merespon saat pelajaran berlangsung,bahkan ada siswa yang tidak masuk sekolah dikarenakan ada matapelajaran IPA Fisika . Kenyataan ini adalah suatu persepsi negatif terhadap IPA Fisika.Salah satu cara untuk meningkatkan prestasi belajar siswa dalam pembelajaran IPA Fisika  adalah melalui pendekatan belajar tuntas (masterylearning).Oleh karena itu penulis perlu melakukan penelitian tindakan kelas dengan judul Peningkatan Prestasi Belajar IPA Fisika  dengan Menerapkan Pembelajaran Tuntas(Mastery Learning ) Kelas XI-TKJ SMK Negeri 1 Narmada Kab. Lombok Barat Tahun Pelajaran 2019-2020. Kata Kunci: pembelajaran tuntas; mastery learning; prestasi belajar. ABSTRACTLearning achievement is the result or result of learning activities. To know about learning achievement, it is necessary to explain about the nature of learning. Learning is a process carried out by a person to obtain a new behavior change as a whole, as a result of experience (Slameto, 1991). Where the changes are continuous and functional, occur consciously, are positive and active, not temporary, purposeful or directed, and cover all aspects of behavior, hereinafter referred to as learning achievement. Learning achievement can be said to be imprinted or constant, if the changes that occur as a result of the learning process are durable and not simply erased. The learning process, especially Physics Science, will be more effective and meaningful if students participate actively, by not showing a passive attitude in the classroom or outside the classroom. But until now, there are still many complaints that Physics Science subjects are boring, uninteresting, confusing which tends to make students less responsive during lessons, there are even students who don't go to school because there are Physics Science subjects. This fact is a negative perception of Science Physics. One way to improve student achievement in learning science physics is through a mastery learning approach. Therefore, the authors need to conduct classroom action research with the title Improving Physics Science Learning Achievement by Applying Mastery Learning for Class XI-TKJ SMK Negeri 1 Narmada Academic2019-2020 Year. Keywords: complete learning; mastery learning; learning achievement.

scholarly journals Improving Creative Writing for Young Learners using CTL Post COVID 19

2021 ◽  
Vol 11 (1) ◽  
pp. 35
Author(s):  
Elli Setiyo Wahyuni
Keyword(s):  
Creative Writing ◽  
Real World ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Learning Approach ◽  
Writing Skill ◽  
Contextual Teaching

The research aims to implement contextual teaching and learning approach in writing skill which is integrated in the lesson plan. The methodology conducted in the study is a case study taken in one of elementary school in Indonesia. The purpose is to investigate the improvement of students’ writing skill post covid 19.  There are five strategies of contextual teaching and learning approach, namely relating, experiencing, applying, cooperating, and transferring (REACT). The implementation is providing practices on descriptive and narrative writing. The assessment is the learning project related to real-world context and writing story telling. The results of the research are expected to give impact for enhancing the students’ creative writing, to provide learning process which is practical in real world situation, and to assign a lesson plan which is relevant with the current development in English language teaching. Keywords: contextual teaching and learning, creative writing, lesson plan, REACT

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