Contextual Teaching-Learning Method to Improve Student Engagement among College Students in Cognitive Psychology Course

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work such that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.

Download Full-text

Does the Processing Fluency of a Syllabus Affect the Forecasted Grade and Course Difficulty?

Psychological Reports ◽

10.2466/01.11.28.pr0.110.3.946-954 ◽

2012 ◽

Vol 110 (3) ◽

pp. 946-954 ◽

Cited By ~ 10

Author(s):

R. Kim Guenther

Keyword(s):

College Students ◽

Cognitive Psychology ◽

Statistical Power ◽

Life Experience ◽

Real Life ◽

Processing Fluency ◽

Cognitive Assessments ◽

Statistics Course ◽

Psychology Course ◽

Course Difficulty

Processing fluency is known to affect a variety of cognitive assessments, but most research has not examined such effects in the context of a real-life experience. In the first experiment, college students, enrolled in either a statistics or cognitive psychology course, read a course syllabus which varied in the clarity of its font and frequency of its vocabulary. Based on the syllabus, students then forecasted their final course grade and the course's difficulty. Despite methodological similarity to other fluency experiments and adequate statistical power, there were no significant differences in forecasts across fluency conditions. Fluency may be discounted in a task which provides information that affects people's lives. This interpretation was bolstered by a second experiment whose participants were students in a statistics course. These students read the cognitive course's syllabus and forecasted better grades and less difficulty in the cognitive course when the font of the syllabus was more clear than unclear.

Download Full-text

PENGARUH MODEL PEMBELAJARAN CTL (CONTEXTUAL TEACHING & LEARNING) TERHADAP HASIL BELAJAR MATA PELAJARAN INSTALASI PENERANGAN LISTRIK SISWA KELAS XI SMK DINAMIKA PEMBANGUNAN 1 JAKARTA

Journal of Electrical Vocational Education and Technology ◽

10.21009/jevet.0041.01 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1-7

Author(s):

Alfridus Tena ◽

Soeprijanto ◽

Irzan Zakir

Keyword(s):

Teaching And Learning ◽

T Test ◽

Learning Activities ◽

Learning Method ◽

Conventional Model ◽

The Poor ◽

The Subject ◽

Contextual Teaching ◽

The Difference ◽

Teaching Learning

This research was conducted with the grade XI students of TITL, SMK Dinamika Pembangunan I Jakarta, on the subject of the Electrical Lighting Installation (IPL). The researcher precieved the poor results from the students who have not achieved the standard completion of studies (SKB) during and after they underwent and internalized learning activities in the process of their study. The objective of this research is to realize the difference between the results of study on Electrical Lighting Installation using Contextual Teaching and Learning method and the result of the study using the Convensional method in grade XI TITL, SMK Dinamika Pembangunan 1 Jakarta. The hippotetical test using t–test resulted in t-counted = 2.32 at the significance of α = 0.05 and the 45 level of tolerance which resulted in t-table = 2.00. Therefore, the value is within the area of acceptance of H1 and rejection of H0. This shows that the average result of study using the Contextual Teaching and Learning model is better compared to the result of study using the conventional model. ABSTRAK Penelitian ini dilakukan di kelas XI TITL SMK Dinamika Pembangunan 1 Jakarta pada mata pelajaran Instalasi Penerangan Listrik (IPL). Peneliti melihat rendahnya hasil belajar siswa yang belum mencapai Standar Ketuntasan Belajar (SKB) dalam menerima dan meresapi kegiatan belajar disaat proses pembelajaran berlangsung maupun sesudahnya. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui perbedaan hasil belajar mata pelajaran Instalasi Penerangan Listrik siswa yang dibelajarkan dengan model contextual teaching and learning dengan siswa yang dibelajarkan dengan model konvensional XI TITL di SMK Dinamika Pembangunan 1 Jakarta. Pengujian hipotesis menggunakan uji-t diperoleh thitung = 2,32 pada taraf signifikansi α = 0.05 dan derajat kebebasan 45 diperoleh ttabel = 2,00, maka nilai thitung berada di daerah penerimaan H1 diterima dan H0 ditolak. Hal ini menunjukan bahwa rata–rata hasil belajar dengan menggunakan model pembelajaran Contextual Teaching and Learning lebih tinggi dibandingkan dengan hasil belajar yang menggunkan model pembelajaran konvensional.

Download Full-text

IMPLEMENTASI CONTEXTUAL TEACHING-LEARNING MELALUI RISET MINI DALAM PERKULIAHAN PENELITIAN PENGAJARAN UNTUK MENINGKATKAN KOMPETENSI MAHASISWA JURUSAN PENDIDIKAN TEKNIK ELEKTRO MEMBANGUN PROPOSAL PENELITIAN

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v6i2.4991 ◽

2013 ◽

Vol 6 (2) ◽

Author(s):

Hamonangan Tambunan

Keyword(s):

Education Research ◽

Action Research ◽

Research Method ◽

Research Proposal ◽

Education Department ◽

Building Research ◽

The Third ◽

Fourth Cycle ◽

Contextual Teaching ◽

Teaching Learning

Abstrak: Penelitian ini dilakukan melalui penelitian tindakan kelas dengan melibatkan subjek sebanyak 39 orang mahasiswa jurusan Pendidikan Tenik Elektro Fakultas Teknik Unimed, menyangkut permasalahahan implementasi contextual teaching-learning melalui riset mini dalam perkuliahan metode penelitian pengajaran. Masalahnya adalah apakah implementasi kontekstual teaching learning melalui riset mini dapat meningkatkan kompetensi mahasiswa dalam membangun proposal penelitian?. Penelitian dilakukan dalam 5 siklus dengan target capaian yaitu 85% mahasiswa mencapai skor ≥ 80. Hasil yang diperoleh yaitu ada peningkatan dari siklus ke siklus berikutnya, yaitu pada siklus I ada 12 orang mahasiswa (30,76%) mencapai target; pada siklus II ada 19 orang mahasiswa (48,71%) mencapai target; Pada siklus III ada 24 orang mahasiswa (61,53%) mencapai target; Pada siklus IV terdapat sejumlah 28 orang mahasiswa (71,79%) yang mencapai target; dan pada siklus V terdapat 34 orang mahasiswa (87,17%) sudah mencapai target. Berdasarkan temuan penelitian disimpulkan bahwa implementasi contextual teaching learning melalui riset mini dapat meningkatkan kompetensi mahasiswa dalam membangun proposal penelitian. Kata Kunci: Implementasi kontekstual teaching learning Abstract: The research was conducted through action research involving subjects as many as 39 students of electrical education department of technical faculty Unimed, concerning the problems of contextual teaching learning implementation through mini rsearch in education research method course. The formulation of this researh problem is “whether the implementation of contextual teaching learning through mini research can improve students' competencies in building research proposal?. The study was conducted in 5 cycles with a target achievement of 85% of students achieving a score of ≥ 80. The results are an increase of the cycle to the next cycle, the first cycle, there were 12 students (30.76%) targets; in the second cycle there are 19 students (48.71%) targets; In the third cycle there were 24 students (61.53%) targets; in the fourth cycle there are a number of 28 students (71.79%) to reach the target, and the cycle of V contained 34 students (87.17%) has reached the target. Based on the findings of the study concluded that the implementation of contextual teaching learning through mini research can improve the competence of students in developing research proposals. Keywords: Contextual teaching learning implementation

Download Full-text

PENGEMBANGAN MODUL PEMBELAJARAN PERANCANGAN SISTEM INFORMASI PADA MATERI PERANCANGAN TERSTRUKTUR BERBASIS TEKNOLOGI KOMPUTER

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.63 ◽

2019 ◽

Vol 2 ◽

Author(s):

Marlina Marlina

Keyword(s):

College Students ◽

Computer Technology ◽

Learning Method ◽

Design Development ◽

Structured Design ◽

Learning Module ◽

The People ◽

Post Test ◽

Analysis Design ◽

The University

This research discussed the issue of the development of learning module based computer technology especially a powerpoint. This module is intended to help students receive the material that was delivered by lecturer especially design structured matter which currently learning module media shaped print and the contents of the text are form module so the university students ca not see the material . Based on these problems was built a module learning computer technology with a powerpoint . The reason the manufacture of the module was structured design material with a picture and a symbol of in designing a system so it needs to ease student visualiasi received mater learning. Method of development this module use the model ADDIE (analysis, design, development, implementation and evaluation). Results in this research validated by 2 ( two ) experts namely the people of material said 80% module very reasonable used without revision and media experts said 84% module very reasonable used without revision while results trial by college students by means of pre-test and post-test. The results obtained module very well be used.

Download Full-text