scholarly journals THE The Development of Multicultural Education Implementation Model in Social Science Learning using Contextual Teaching and Learning (CTL)

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Akhmad Arif Musadad ◽  
C. Dyah Sulistyaningrum I ◽  
Leo Agung S
Keyword(s):  
Social Science ◽  
Multicultural Education ◽  
Science Learning ◽  
Learning Model ◽  
Implementation Model ◽  
Draft Model ◽  
Expert Team ◽  
Preliminary Study ◽  
Contextual Teaching ◽  
Teaching Learning

This research aimed to describe the development of multicultural education implementation model in Social Science learning using Contextual Teaching Learning (CTL) in Junior High Schools of Surakarta City, including: (1) description of model validation result by expert team, (2) description of model field trial result, and (3) description of final model form. This research was conducted using research and development design. The subject of research consisted of students and Social Science teachers in Junior High Schools of Surakarta City. This research was conducted in three stages: (1) preliminary study, (2) model development, and (3) model evaluation. Preliminary study was conducted in the first year, and the result was used as the basis for conducting the next stage in the second year. In the second year, model was developed in the following procedure: (1) development and readability test, (2) model validation test by expert team, (3) model trial in the field, and (4) model perfection. The results of research were as follows. (1) Expert team’s evaluation on multicultural education implementation draft model and set in Social Science learning using CTL involve six aspects: a) learning model structure, b) learning model advantage, c) learning model effectiveness, d) learning model visibility, e) learning set, and f) learning guidance. The expert team’s mean score on learning draft model and set is 3.48. It means that expert team considered that multicultural education implementation model in Social Science using CTL is good. (2) Individual trial obtained mean score of 3.45. The mean score of group trial increased to 3.53 and the score of small-scale trial increased to 3.58. So, overall the participants of trial considered that the model developed was very good. (3) The final form of multicultural education implementation model in Social Science learning using CTL included: rationale, definition, syntax of model, and objective and learning implementation plan. Keywords: Multicultural Education, Social Science,  Contextual Teaching Learning (CTL. References    

scholarly journals Pengaruh Model Pembelajaran Contextual Teaching Learning (CTL) Terhadap Hasil Belajar IPS Siswa SD

2020 ◽  
Vol 1 (1) ◽  
pp. 16-23
Author(s):  
Erawati Erni ◽  
Muhammad Yunus ◽  
Muhammad Nur
Keyword(s):  
Social Science ◽  
Learning Community ◽  
Learning Outcomes ◽  
Learning Process ◽  
Science Learning ◽  
Class Discussion ◽  
Community Learning ◽  
The Social ◽  
Contextual Teaching ◽  
Teaching Learning

Penelitian ini adalah penelitian eksperimen murni (True Eksprimen). Contextual teaching learning (CTL) dapat menghubungkan kemampuan yang diharapkan apda suatu mata pelajaran dengan pekerjaan atau kehidupan sehari-hari. Peneliti membatasi masalah yaitu siswa merasa bosan ketika belajar, kurang berpartisipasi, dan rendahnya perhatian siswa ketika pelajaran IPS, sehingga hasil belajar yang didapat masih dibawah nilai KKM. Tujuan Penelitian penulisan ini adalah sebagai berikut: (1) memperoleh gambaran tentang penerapan model pembelajaran CTL dalam pembelajaran IPS (2) memperoleh gambaran tentang hasil belajar IPS siswa yang diajar menggunakan Model Pembelajaran CTL. (3) mengetahui pengaruh tentang hasil belajar IPS antara yang diajar dengan model Pembelajaran CTL. Temuan penelitian ini menunjukkan bahwa model pembelajaran CTL berpengaruh terhadap peningkatan nilai hasil belajar IPS siswa. Setelah dianalisis pengaruh tersebut disebabkan oleh: Pertama peserta didik kelas eksperimen proses pembelajaran lebih aktif dan bermakna daripada kelas kontrol. Kedua, penerapan model pembelajaran (CTL) dikelas tiga pada penelitian ini membuat peserta didik lebih aktif dalam proses pembelajaran. Ketiga salah satu prinsip pembelajaran CTL adalah konstruktivis. Esensi dari proses konstruktivis adalah bahwa peserta didik harus dapat menemukan dan mentrasformasikan suatu informasi ke situasi nyata. keempat adalah kegiatan diskusi yang dilaksanakan dikelas eksperimen.  Kegiatan diskusi dalam pembelajaran CTL membangun terciptanya Learning Community, sehingga siswa yang memiliki kemampuan lebih akan membantu peserta didik lain yang kurang dalam kekompaknya. This research is a pure experimental research (True Experiment). Contextual teaching learning (CTL) can connect the skills expected in a subject with work or daily life. Researchers limit the problem to students who feel bored when learning, lack of participation, and lack of student attention during social science lessons, so that the learning outcomes obtained are still below KKM score. The objectives of this research are as follows: (1) to obtain an overview of the application of CTL model in social science learning; (2) to obtain a description of the social science learning outcomes of students who are taught using CTL model; (3) to determine the effect of social science learning outcomes of those taught using CTL model. The findings of this study indicate that CTL model has an effect on increasing the students' social science learning outcomes. After analyzing the effect, it is caused by: First of all, in the experimental class, the learning process of students is more active and meaningful than the control class. Secondly, the implementation of CTL model in third grade in this study makes students more active during the learning process. Thirdly, one of the principles of CTL model is constructivism. The point of the constructivistic process is that students must be able to find and transform information into real situations. The fourth reason is a discussion activity carried out in the experimental class. Discussion activities in CTL model build the creation of community learning so that students who have more abilities will help other students who are less capable.

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

MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING TERHADAP MOTIVASI BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN AGAMA UNIVERSITAS ISLAM SYEKH YUSUF TANGERANG

ISLAMIKA ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 62-70
Author(s):  
Aslihatul Rahmawati ◽  
Neni Nuraeni ◽  
Hasim Hasim
Keyword(s):  
Data Collection ◽  
Research Method ◽  
Quantitative Research ◽  
Learning Model ◽  
Learning Motivation ◽  
Islamic Education ◽  
Study Program ◽  
Education Study ◽  
Contextual Teaching ◽  
Teaching Learning

AbstractThis research was conducted with the aim to find out how much influence the contextual teaching learning model of learning motivation of Islamic education study program students at the Islamic University of Syekh Yusuf Tangerang. The research method used is a quantitative research method with data collection techniques in the form of questionnaires. The respondents of this study were 25 Islamic education study program students. Based on the results of data processing and discussion, it can be concluded that the contextual teaching learning model has a low effect of 11.56% on student learning motivation. But when testing the hypothesis,   implies that  is accepted and rejected . AbstrakPenelitian ini dilakukan dengan tujuan untuk mengetahui seberapa besar pengaruh model pembelajaran contextual teaching learning terhadap motivasi belajar mahasiswa program studi pendidikan Islam Universitas Islam Syekh Yusuf Tangerang. Metode  penelitian yang digunakan  adalah metode penelitian kuantitatif  dengan teknik pengumpulan data berupa penyebaran angket. Responden  penelitian ini adalah mahasiswa program studi pendidikan agama Islam yang berjumlah 25 mahasiswa. Berdasarkan hasil olah data dan pembahasan diperoleh kesimpulan bahwasanya Model Pembelajaran contextual teaching learning berpengaruh rendah 11,56% terhadap motivasi belajar mahasiswa. Namun pada saat pengujian hipotesis,  hal ini mengandung arti bahwasanya diterimanya dan ditolaknya .

scholarly journals Pengaruh Model Two Stay Two Stray Terhadap Hasil Belajar IPS Siswa Kelas 5 Sekolah Dasar

2019 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Latifatul Zurroh
Keyword(s):  
Social Science ◽  
Science Learning ◽  
Learning Model ◽  
Learning Performance ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Eta Squared ◽  
Data Collecting

The purpose of this research is whether there is influence or not on the application of Two Stay Two Stray model on fifth grade student’s social science learning performence in AL-ISLAH Elementery school. The method applied by this research was quantative experiment. The design of thes research takes the fifth grade students of AL-ISLAH Elementery school as the populatin and 30 of the total as the sample. The data collecting technique uses test. Meanwhile, the analysis of the data runs hypotheses test and Eta Squared formula. The result of the application of Two Stay Two Stray model on fifth grade student’s social science learning performence in AL-ISLAH Elementery school.showed that t-account is more than t-table. It is 22,20>1,699. The acquared data shows if the application of Two Stay Two Stray learning model has influence on fifth grade student’s social science learning performence in AL-ISLAH Elementery school. By Eta Squared, it shows 0,94>0,14. Based on the data by Eta Squared indicates that the influence given is moderately big towards student’s learning performance.

scholarly journals THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL IN ENVIRONMENT EDUCATION IN KINDERGARTEN

EDUTECH ◽  
2016 ◽  
Vol 15 (1) ◽  
pp. 81
Author(s):  
Heny Djoehaeni
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Environmental Issues ◽  
Learning Model ◽  
Early Age ◽  
Inquiry Based Learning ◽  
National Education ◽  
Environment Education ◽  
Contextual Teaching ◽  
Teaching Learning

Abstract. This research is encouraged by environmental issues that occurred recently, so these require a full concern from various fields, including the education field. Environmental education taught from early age will foster young learner's positive attitude towards the environment. Therefore, to deal with these issues, it is required an environmental education learning model that can be used as guidelines by teacher. This research used Contextual-Inquiry Based Learning Model that oriented to child's daily environment. Environmental education should be introduced at an early age, so it is very important to implement Contextual-Inquiry Based Learning Model in kindergarten's Environmental Education. In conducting this research, the planning of Environment Education learning using Contextual-Inquiry Based Learning Modelthe implementation of the Environment Education learning using Contextual-Inquiry Based Learning Model the evaluation of Environment Education using Contextual-Inquiry Based Learning Model The method used is descriptive analytical method. The results in this research revealed that the plan developed by teachers in the implementation of Contextual-Inquiry Based Learning Model in teaching environmental education refers to Regulation of Ministry of  National Education No. 58 of 2009 as well as the local content of environmental education. Implementation of learning was conducted through three main stages, namely the introduction, core and closing. While the assessment was carried out using  techniques and procedures to the characteristics of early childhood and learning needs.Keywords: Contextual-Inquiry Based Learning Model, environmental education, early childhood.Abstrak. Penelitian dilatarbelakangi oleh permasalahan lingkungan hidup yang terjadi dewasa ini, yang memerlukan perhatian dari berbagai sektor termasuk sektor pendidikan. Pendidikan lingkungan yang ditanamkan sejak usia dini akan menumbuhkan sikap positif anak terhadap lingkungan hidup. Untuk itu diperlukan sebuah model pembelajaran pendidikan lingkungan hidup yang dapat dijadikan pedoman oleh guru. Model yang dikembangkan adalah Model Pembelajaran Contextual Teaching Learning (CTL) yang berorientasi pada keseharian anak. Mengingat bahwa Pendidikan Lingkungan Hidup sejatinya ditanamkan sejak usia dini, maka sangat penting kiranya untuk mengimplementasikan model pembelajaran CTL dalam pembelajaran Pendidikan Lingkungan Hidup di Taman Kanak Kanak. Secara lebih khusus  perencanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) pelaksanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL)bagaimana penilaian pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) Metode penelitian yang digunakan adalah metode deskriptif analitis. Hasil penelitian menunjukan bahwa perencanaan yang dikembangkan oleh guru dalam implementasi model pembelajaran CTL dalam pembelajaran pendidikan lingkungan hidup mengacu pada Permendiknas No 58 tahun 2009 serta Kurikulum Muatan Lokal Pendidikan Lingkungan Hidup. Pelaksanaan ditempuh melalui tiga tahapan utama yaitu pendahuluan, inti dan penutup. Sementara penilaian dilakukan menggunakan teknik dan prosedur yang relevan dengan karakteristik anak usia dini,  serta kebutuhan pembelajaran. Kata Kunci : pembelajaran Contextual Teaching Learning, pendidikan lingkungan hidup, anak usia dini.

scholarly journals The Application of Snowball Throwing Learning Model with Multimedia in Improving Social Science Learning about The Struggle Against Dutch and Japanese Colonization in Grade V Students, SD Negeri 1 Wonosari in Academic Year 2018/2019

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Jilla Welinda ◽  
Ngatman Ngatman ◽  
Rokhmaniyah Rokhmaniyah
Keyword(s):  
Social Science ◽  
Science Learning ◽  
Learning Model ◽  
Academic Year

<p>Penelitian ini bertujuan untuk meningkatkan pembelajaran siswa kelas lima dalam mata pelajaran ilmu sosial melalui model pembelajaran melempar bola salju dengan multimedia. Penelitian ini adalah penelitian tindakan kelas kolaboratif (PTK) yang dilaksanakan dalam tiga siklus. Subjek penelitian ini adalah guru dan siswa kelas V. Teknik pengumpulan data menggunakan observasi, wawancara, dan tes. Validitas data menggunakan teknik triangulasi dan sumber. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa penerapan model pembelajaran melempar bola salju dengan multimedia dapat meningkatkan pembelajaran siswa dalam mata pelajaran ilmu sosial kelas V.</p>

scholarly journals The Implementation of Value Clarification Technique (VCT) Learning Model to Improve Social Care Character in Social Science Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 153
Author(s):  
Ninis Khairunisa
Keyword(s):  
Data Analysis ◽  
Social Science ◽  
Science Learning ◽  
Social Care ◽  
Daily Life ◽  
Learning Model ◽  
Model Data ◽  
Qualitative And Quantitative ◽  
Analysis Technique ◽  
Class Viii

This study started from the problems that the author finds in class VIII-L SMP Negeri 29 Bandung where most students have not shown the character of social care. They are less concerned about others seen from behavior, such as: lack of respect to others, and less attention to the teachers and other students. Students seem individualistic and annoy or taunt their classmates with harsh words. From these findings, the author chose to do classroom action research (PTK) with Kemmis and Taggart model. Data analysis technique is qualitative and quantitative. In this study, the author makes observation as much as three cycles. In this study,value clarification technique (VCT) learning model is chosen to guide students to understand, clarify, and implement social care values in daily life including at class. In attempt to improve the students social care character, the author selects five indicators adjusted to the problems found at class. Based on the study that has been conducted, the result is obtained that: first, the planning that has been prepared by the author works well; second, the implementation of the VCT learning model is conducted three cycles with one action in the cycles 1 and 2 and two actions in cycle 3; third, it reflects the obstacles experienced by each cycle; fourth, the results obtained after implementing the VCT model to cycle 3 show that the students social care character has increased.

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