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 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 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.

Penerapan Model Pembelajaran Contextual Teaching and Learning  Dalam Meningkatkan Hasil Belajar pada Siswa Kelas VIII Mata Pelajaran Fiqih di MTs Teladan Gebang

2020 ◽  
Vol 2 (2) ◽  
pp. 116-129
Author(s):  
Maulida Maulida ◽  
Wadhuli Jannati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Class Viii ◽  
Contextual Teaching ◽  
Improve Student Learning

The purpose of this study is to find out how the application of the Contextual Teaching and Learning learning model for class VIII students in FIQIH subjects at MTs. Exemplary Gebang. To find out how to improve student learning outcomes for class VIII FIQIH subjects at MTs. Exemplary Gebang. To find out whether the application of the Contextual Teaching and Learning learning model can improve the learning outcomes of class VIII students in FIQIH subjects at MTs Teladan Gebang. Learning outcomes are something that cannot be separated from learning. Based on the observation activities that have been carried out, the background of this research is that students are less active in the learning process, students are less confident in expressing opinions, students are more focused on their own activities when listening to the explanation given by the teacher, so this has an impact on student learning outcomes in Fiqh lessons is still low, in class VIII students, totaling 32 students at MTs Teladan Gebang, it is known that the learning process is less than optimal. Therefore, it is necessary to apply the Contextual Teaching and Learning learning model to improve student learning outcomes. The formulation of the problem in this study is whether the application of the Contextual Teaching and Learning learning model can improve student learning outcomes for class VIII FIQIH subjects at MTs Teladan Gebang. The goal to be achieved in this study is to determine the effect of the Contextual Teaching and Learning learning model on student learning outcomes. Class VIII Fiqh subjects at MTs Teladan Gebang. The type of research used is classroom action research with the design used is pretest and posttest. This research was conducted in class VIII MTs Teladan Gebang. Data collection techniques used observations, tests and interviews, then analyzed using hypothesis testing. The results showed that the average score obtained by class VIII at MTs Teladan Gebang in the Pre Test was 58 with 7 students' completeness (21.87). %). In Cycle I, the average student score was 71.34 with a completeness of 20 students (62.5%). In Cycle II the average score of students is 85 with student completeness as many as 32 people (87.5%). This proves that there is a significant effect of the Contextual Teaching and Learning learning model on student learning outcomes for Fiqh Class VIII MTs Teladan Gebang..  

scholarly journals CONTEXTUAL TEACHING AND LEARNING DALAM PENDIDIKAN AGAMA ISLAM

2021 ◽  
Vol 1 (2) ◽  
pp. 123-133
Author(s):  
KISMATUN KISMATUN
Keyword(s):  
Public Schools ◽  
Learning Community ◽  
Teaching And Learning ◽  
Real Life ◽  
Learning Model ◽  
Islamic Education ◽  
Learning And Teaching ◽  
Educational Product ◽  
Contextual Teaching ◽  
Community Modeling

This paper aims to pay attention to the development of Islamic education based on Contextual Teaching and Learning (CTL) theory as a solution to the crisis experienced by Islamic education. In fact, Islamic education is sidelined in public schools because it uses conventional learning methods that are boring and do not provide a significant educational product. Previous research found that the accuracy of lecture-based conventional learning only gave 11% level of meaning for students. This fact is in contrast to the theory of CTL or contextual learning and teaching which emphasizes the contextualization of knowledge. In the end, this study found that CTL learning emphasizes the process of involving students in finding the material being studied and connecting it to real-life situations. This learning model encourages students to be able to apply it in everyday life. There are six characteristics of CTL learning, namely: meaningful learning, application of knowledge, higher order thinking, curriculum which is symbolized by standards, responsiveness to culture, and authentic assessment. In addition, CTL has seven principles that underlie the implementation of the learning process using the CTL learning model, namely: constructivism, inquiry, questioning, learning community, modeling, reflection, and real assessment. CTL learning is very necessary, especially in efforts to develop Islamic education, because it invites students to be more active in learning. ABSTRAKMakalah ini bertujuan memberi perhatian kepada pengembangan Pendidikan Agama Islam berbasis teori Contextual Teaching and Learning (CTL) sebagai solusi dari krisis yang dialami Pendidikan Agama Islam. Kenyataannya, Pendidikan Agama Islam dikesampingkan di sekolah umum karena menggunakan metode pembelajaran konvensional yang membosankan dan tidak memberi produk pendidikan yang signifikan. Penelitian sebelumnya menemukan bahwa akurasi pembelajaran konvensional berbasis ceramah hanya memberi 11% tingkat kebermaknaan bagi siswa. Kenyataan ini berbanding terbalik dengan teori CTL atau pembelajaran dan pengajaran kontekstual yang menekankan kontekstualisasi pengetahuan. Pada akhirnya, penelitian ini menemukan pembelajaran CTL menekankan kepada proses keterlibatan peserta didik untuk menemukan materi yang dipelajari dan menghubungkan dengan situasi kehidupan nyata. Model pembelajaran ini mendorong peserta didik untuk dapat menerapkannya dalam kehidupan sehari-sehari. Terdapat enam karakteristik pembelajaran CTL, yaitu: pembelajaran bermakna, penerapan pengetahuan, berpikir tingkat tinggi, kurikulum yang dilambangkan berdasarkan standar, reponsif terhadap kebudayaan, dan penilaian autentik. Selain itu, CTL memiliki tujuh asas yang melandasi pelaksanaan proses pembelajaran menggunakan model pembelajaran CTL, yaitu: konstruktivisisme, inquiry, bertanya, masyarakat belajar, modelling, refleksi, dan penilaian nyata. Pembelajaran CTL sangat diperlukan terutama dalam upaya pengembangan pendidikan agama Islam, karena bersifat mengajak peserta didik lebih aktif dalam pembelajaran.

scholarly journals PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR MATEMATIKA

2016 ◽  
Vol 6 (1:) ◽  
pp. 49-56
Author(s):  
Nuril Hidayatin
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Real Life ◽  
Learning Activities ◽  
Post Test ◽  
Real Life Situation ◽  
Contextual Teaching ◽  
Academic Year

Students often have difficulty in linking the material with the problems of life in the real world. This may result in a decrease in mathematics learning outcomes in schools. Therefore, teachers should be able to make learning fun during the learning process. To overcome these problems, teachers can use the approach Contextual Teaching and Learning (CTL) during learning process. This contextual approach to make students more active and to encourage students to make connections between knowledge and real-life situation. The purpose of this study was to determine whether there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016. During the learning activities, the experimental class students formed into groups. Each group consisted of 4-5 students. During the learning process, the researchers fed the material set in the experimental class and the control class as samples in the study. Researchers chose the material set for the number of students who have difficulty in solving the problem set. To obtain the data result of learning mathematics, researchers took data from the pre-test and post-test. Pre-test given to students to find out how the students' abilities before receiving material taught by researchers, while the post-test was given to determine student learning outcomes after the student has finished the learning activities. Both of these classes have the same number of students is 32 students. In this study, found that  with  and. From these results it is rejected and Ha is it can be concluded that there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016.   Keywords: CTL (Contextual Teaching and Learning), sudent’s achievement.

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.

scholarly journals Figuring the Context of CTL under 2013 Curiculum

2017 ◽  
Vol 16 (2) ◽  
pp. 149
Author(s):  
Chairina Nasir ◽  
Ika Apriani Fata ◽  
Bukhari Daud ◽  
Nia Isniati
Keyword(s):  
Learning Community ◽  
Junior High School ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Inquiry Learning ◽  
Real Life ◽  
Authentic Assessment ◽  
Teaching Reading ◽  
Teaching Approaches ◽  
Teaching English

The 2013 curriculum states that the purpose of teaching English for junior high school is to develop students’ communicative competence. In line with this expectation, several learning characteristics have been defined i.e. learning from model, observing, questioning, gathering information, associating, and communicating. Therefore, the teaching approaches that are used by the teacher in teaching English must suit the criteria to promote students' communicative competence. Contextual Teaching and learning (CTL) seems to be compatible as an approach since it has the the characteristics of constructivism, questioning, inquiry, learning community, modelling, reflection, and authentic assessment, which are similar to the learning characteristics mentioned above, which are similar to the learning characteristics mentioned above. , which are similar to the learning characteristics mentioned above. Therefore, a qualitative research concerning the issue was conducted to see how CTL approach is implemented under the 2013 curriculum in teaching reading comprehension. From the result of observation, questionnaire, and interview as the instruments, it was found that CTL was implemented properly from phase to phase and is applicable to be implemented under the curriculum. Also, it promotes active and enjoyable learning, facilitates the students to comprehend the material and helps them to implement the knowledge in real life. The. The teacher had implemented all of the procedures of CTL under the instruction of the 2013 curriculum. Thus, applying the CTL CTL approach in the process of teaching for the 2013 curriculum for the 2013 curriculum is recommended since it gives satisfactory benefits for students.

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI RELASI DAN FUNGSI DI KELAS VIII SMP NEGERI 1 DARUSSALAM ACEH BESAR

2019 ◽  
Vol 3 (2) ◽  
pp. 41-47
Author(s):  
Darwani Darwani ◽  
M.Yacoeb Harun ◽  
Suhartati Suhartati
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Learning Activity ◽  
Second Grade ◽  
Real Life Situation ◽  
The Subject ◽  
Contextual Teaching ◽  
Subject Material ◽  
And Function

Konsep relasi dan fungsi merupakan pelajaran yang dianggap sulit diingat oleh siswa. Oleh karena itu, dibutuhkan suatu pembelajaran yang dapat membuat siswa aktif dan kreatif dalam mengkonstruksi ide-idenya melalui pendekatan untuk membentuk suatu pemahaman matematika. Dengan pendekatan Contextual Teaching and Learning (CTL) siswa diharapkan dapat dengan mudah memahami materi pelajaran yang dikaitkan dengan kehidupan sehari-hari siswa. Penelitian ini bertujuan untuk mengetahui keberhasilan belajar siswa menggunakan pendekatan CTL pada materi relasi dan fungsi di kelas VIII SMPN 1 Darussalam Aceh Besar. Rancangan penelitian yang digunakan dalam penelitian ini bersifat eksperimen semu dengan model rancangan one-shot case study dan menggunakan uji statistik, yaitu uji-t. Subjek dalam penelitian ini adalah siswa kelas VIII-1 SMPN 1 Darussalam sebanyak 22 siswa. Berdasarkan hasil analisis data statistik uji-t diperoleh bahwa hasil belajar siswa yang diajarkan melalui pendekatan CTL pada materi relasi dan fungsi mencapai taraf berhasil, kemampuan guru dalam mengelola pembelajaran sudah efektif dengan skor 4,22, aktivitas siswa untuk tiap-tiap kategori pengamatan aktif, serta respon siswa pada setiap komponen pembelajaran positif dengan skor rata-rata keseluruhan 3,25. Jadi, dapat disimpulkan bahwa pendekatan pembelajaran CTL berhasil diterapkan pada materi pembelajaran matematika khususnya pada materi relasi dan fungsi Kata kunci: Pendekatan CTL, Relasi dan Fungsi, Hasil Belajar  Relation and Fungsion are one of Mathematics concept that hardly retain in students’ memory. Therefore, it is important to have a learning activity which can make students become active and creative in constructing their ideas by utilizing an approach that can builds up students’ understanding of Mathematics. By using CTL, it is expected that the students can easily understand the learning subject. This is because CTL approach offers a way to relate the subject material to real life situation. The objective of this study is to know how successful students’ learning concerning the subjects of Relation and Fungtion through the use of  CTL to the second grade students at SMPN 1 Darussalam Aceh Besar. The design of this study is quasi experimantal study in form of one-shot case study and is using statistical test, that is T-Test. The subjects of the study are students class VIII-1 SMPN 1 Darussalam Aceh Besar which consits of 22 students. Students’ result on the subject Relation and Fungsion had achieved successful rate due to the use of CTL. Hence, it can be concluded that Contextual Teaching and Learning (CTL) approach is successfully implemented in the subject of Relation and Fungsion. Keywords:  Method of Contextual Teaching and Learning, Relation and Function, Learning outcomes

ADAPTASI MODEL PEMBELAJARAN MAKE A MATCH DENGAN TALKING STICK UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VIII SMP NEGERI 15 DUMAI

2019 ◽  
Vol 3 (2) ◽  
pp. 248
Author(s):  
Nursian Nursian
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Action Observation ◽  
Learning Model ◽  
Research Subjects ◽  
Learning Achievement ◽  
Mastery Level ◽  
Class Viii ◽  
Improve Student Learning ◽  
Planning Action

This study aims to improve their learning achievement after using the adaptation of the learning model to make a match and talking stick in a Social Sciences subject at SMP Negeri 15 Dumai. This research is collaborative classroom action research with stages of planning, action, observation, and reflection. This research was conducted at SMP Negeri 15 Dumai with research subjects of class VIII students with a total of 26 students. The results showed that the adaptation of the learning model make a match and talking stick was able to increase the average student learning, indicated by the fact that in the first cycle the implementation of learning reached 78.08 and in Cycle II it was achieved. 87.31 increase student learning activeness, indicated by the fact that in Cycle I 60.23%, and in cycle II 94.32% and improve student learning achievement, indicated by the fact that in the pre-cycle the percentage of students who attained mastery level was 34, 62% (9 students) and students who did not reach the mastery level were 65.38% (17 students); in the first cycle the percentage of students who reached the mastery level was 73.08% (19 students) and students who did not reach the mastery level were 26.92% (7 students); in Cycle II the percentage of students who reached the mastery level was 88.46% (23 students) and students who did not reach the mastery level were 11.54% (3 students). Based on the results of the study, it can be concluded that the adaptation of the learning model make a match and talking stick is able to improve the learning achievement of social subjects in class VIII students at SMP Negeri 15 Dumai.

scholarly journals PENGEMBANGAN MODUL MATEMATIKA BERBASIS MODEL PEMBELAJARAN CTL (Contextual Teaching and Learning) DILENGKAPI DENGAN AA (Authentic Assessment) BERBANTUAN FLIPBOOK MAKER UNTUK SMA KELAS X

AKSIOMA ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 79
Author(s):  
Wahyu Wijayanti
Keyword(s):  
Teaching And Learning ◽  
Authentic Assessment ◽  
Contextual Teaching

Penelitian ini dilatar belakangi oleh situasi belajar mengajar di sekolah yang masih menggunakan model pembelajaran konvensional, penggunaan bahan ajar kurang memadai serta penerapan penilaian autentik yang masih terbatas dalam prosedur dan alat penilaiannya. Model penelitian yang digunakan adalah ADDIE yaitu (A)nalysis, (D)esain, (D)evelopment, (I)mplementation, dan (E)valuation. Hasil penelitian 1) Modul yang dikembangkan layak digunakan berdasarkan hasil presentase secara menyeluruh ahli media 82%, ahli materi 81% dan respon siswa 92% dengan kriteria masing – masing Sangat Baik. 2) Modul yang dikembangkan efektif digunakan berdasarkan uji t diperoleh rata – rata hasil belajar siswa yang menggunakan modul lebih baik daripada rata – rata hasil belajar siswa yang tidak menggunakan modul. Kesimpulannya adalah modul yang dikembangkan layak dan efektif digunakan dalam proses pembelajaran.

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