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

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>

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

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 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 PENDEKATAN KONTEKSTUALDALAM PEMBELAJARAN IPA(BIOLOGI) DI SEKOLAH MENENGAH PERTAMA

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Kusmiyati Kusmiyati
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Contextual Learning ◽  
Learning Science ◽  
Contextual Teaching ◽  
Learning Concept

Abstrak. Pendekatan kontekstual merupakan konsep belajar yang mendorong siswa mengkontruksi pengetahuan yang ada pada mereka sendiri. Proses pembelajaran berlangsung alamiah dalam bentuk kegiatan siswa bekerja dan mengalaminya. Penerapan pendekatan kontekstual dalam pembelajaran biologi bertujuan agar pembelajaran lebih produktif dan bermakna. Tugas guru adalah mengelola kelas atau menentukan strategi dan metode pembelajaran, agar siswa mencapai tujuan dengan menemukan sendiri konsep-konsep yang dipelajarinya.Kata-kata kunci: Pendekatan kontektual, IPA, SMPAbstract. Contextual learning is learning concept that encourages students to construct their knowledge by themselves. The learning process is naturally in the form of student’s activity and experience, not by transfer the knowledge from teacher. The aim of the application of contextual learning on biology will be more effective and efficient. The task of the teacher is controlling class and to decide learning strategy and method, so that the students experience concepts what they learnt by themselves.Keywords: Contextual teaching and learning, science, secondary school

scholarly journals PELATIHAN MEDIA PEMBELAJARAN KEPADA GURU-GURU YAYASAN PENDIDIKAN MUHAMMAD SYATIR AL-GHAZALI TANGERANG SELATAN

2019 ◽  
Vol 1 (1) ◽  
pp. 28-36
Author(s):  
Faradiba ◽  
Taat Guswantoro ◽  
Septina Severina Lumbantobing ◽  
Nya Daniaty Malau
Keyword(s):  
Learning Process ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Problems ◽  
Learning Science ◽  
Theoretical Knowledge ◽  
Supporting Tool

Abstrak Pemanfaatan media pembelajaran digunakan sebagai alat penunjang yang dapat digunakan dalam proses belajar mengajar di sekolah. Media pembelajaran dapat menjadi solusi dalam mengatasi permasalahan pembelajaran. Tujuan dari kegiatan ini adalah: 1) Memberikan pengetahuan teoritis kepada guru-guru TK Islam Al-Ghazali Tangerang Selatan tentang pentingnya penggunaan media pembelajaran sains di TK, 2) Melatih guru-guru TK Islam Al-Ghazali Tangerang Selatan menggunakan media sains sederhana sebagai penunjang pembelajaran sains untuk anak TK. 3) Melatih guru  TK Islam Al-Ghazali Tangerang Selatan  membuat media sains sederhana. Kegiatan pengabdian kepada masyarakat dilakukan di TK Islam Al-Ghazali Tangerang Selatan. Hasil dari kegiatan pengabdian kepada masyarakat ini  adalah guru-guru sangat senang dengan diadakannya pelatihan penggunaan media pembelajaran. Selain itu pengetahuan guru-guru TK juga meningkat yang dilihat dengan peningkatan kreatifitas guru dalam menciptakan media pembelajaran sains sederhana. Hasil praktik mengajar dan penggunaan media oleh guru-guru TK menunjukkan hasil yang baik, dilihat dari cara penyajian materi dan cara mengajar guru dalam membelajarkan sains juga meningkat.   Kata Kunci: Media Pembelajaran Sains, Guru, Taman Kanak Kanak.    Abstract The use of learning media as a supporting tool in the teaching and learning process in class. Learning media can be a solution to overcome learning problems. The objectives of this activity are: 1) Providing theoretical knowledge the teachers of Al-Ghazali Islamic Kindergarten about the importance of using science learning media, 2) Training the teachers of Al-Ghazali Islamic Kindergarten using learning media as a support science learning for kindergarten. 3) Training the teachers of Al-Ghazali Islamic Kindergarten in South Tangerang makes media science. Location of this activity at the Al-Ghazali Islamic Kindergarten in South Tangerang. The results of the activities are that teachers are very happy with the training on the use of learning media. Besides that, the knowledge of teachers increases which can be seen from the increase in creativity from the teacher in creating simple science learning media. The results of teaching practices by teachers showed good results. It can be seen from  the presentation and how to teach in learning science is increase.  Keywords : Science Learning Media, Teacher, Kindergarten.

scholarly journals Meningkatkan Keterampilan Berbicara Siswa Menggunakan Model Time Token Pembelajaran IPA Kelas V Sekolah Dasar

2020 ◽  
Vol 5 (1) ◽  
pp. 28-41
Author(s):  
Rafika Siregar ◽  
Atri Widowati ◽  
Muhammad Ali
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Activities ◽  
Fifth Grade ◽  
Observation Data ◽  
Fifth Grade Students ◽  
Process Learning ◽  
Token Model ◽  
Speaking Skills

This study aims to improve students' speaking skills in science learning through time token models in fifth grade students of SDN 43 / IV Jambi City. This research is a classroom action research (CAR) consisting of two cycles, where the data taken is in the form of observation data through observation sheets of students' speaking skills and observation sheets of teacher activities. This research was conducted in 4 stages: planning, implementing, observing and reflecting. During the teaching and learning process learning activities apply the time token learning model. The results of this study indicate the application of the time token model can improve students' speaking skills in natural science subjects. Based on the observation sheet the students' speaking skills showed an increase, with the results of the percentage of students speaking skills by 45% with a fairly good category in the first cycle and 68% with a good category in the second cycle. Based on the findings of the research, it can be concluded that the speaking skills of science learning students in fifth grade students of SDN 43 / IV Jambi City can be improved after applying the time token model.

Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

2016 ◽  
Vol 54 (9) ◽  
pp. 1319-1348 ◽  
Author(s):  
Christopher G. Wright
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Black Male ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Science ◽  
Design Experiment ◽  
Pedagogical Choices ◽  
Urban Contexts ◽  
Science Learning Environment

This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

scholarly journals The Implementation of Problem-Based Contextual Approaches in Natural Science Learning About Life and Environment To Improve Learning Outcomes at Elementary School

2020 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Agus Hasdiani
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Outcome ◽  
Contextual Approach ◽  
Living Things ◽  
Classroom Action Research ◽  
Problem Solving Process

The learning process should activate students by looking at their initial abilities so that the learning that is carried out becomes meaningful. Learning by using a problem-based contextual approach is one of the ways that can be applied so that the learning process not only emphasizes conceptual understanding but also in the problem-solving process. This research was a classroom action research conducted in 2 cycles to improve the quality of the process and learning outcomes. Each cycle consisted of planning, implementing, observing, and reflecting. The formulation of the problem in this study was "How is the application of problem-based contextual approaches in learning science about living things and their environment to improve student learning outcomes in IV grade SDN 10 Sungai Kakap?". Data analysis techniques in this study were measured from the level of success in implementing classroom actions based on changes in teaching and learning using observation sheets and anecdotal notes narratively as well as improving learning outcomes using test instruments. This classroom action research was conducted at SDN 10 Sungai Kakap on science learning using problem-based contextual approach in IV grade with 41 students. The results showed an increase in learning outcomes where the first cycle of 20 or 48.78% of students had not been completed with an average of 46.61 learning outcomes, and 21 students or 51.21% had been completed with 77.81 learning outcomes. Then in the second cycle, there was an increase in which as much as 2 or 4.87% of students had not been completed with an average learning outcome of 58 and 39 or 95.51% of students had completed with an average learning outcome of 75.86.

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