scholarly journals KONSEP DASAR DAN IMPLEMENTASI PEMBELAJARAN KONTEKSTUAL

2015 ◽  
Vol 12 (2) ◽  
pp. 177-187
Author(s):  
Hamruni Hamruni
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Real Life ◽  
Contextual Learning ◽  
Student Activity ◽  
Course Of Action ◽  
Contextual Teaching

Learning strategies is one aspect to be prepared by teachers in performing their tasks. Learning strategy outlines a course of action in order to achieve the objectives. By implementing a strategy, teacher can act based on guidelines regarding the various alternatives that may be pursued, so that teaching and learning can take place in a systematic, purposeful, smooth and effective way. One strategy that can be developed by teacher is contextual learning. Contextual learning or also known as CTL (Contextual Teaching and learning) is a process of learning that emphasizes the involvement of students to be able to find the material studied and connect with real-life situations, thus encouraging students to be able to apply it in their lives. This article discusses the concept and implementation of learning contextual where learning is more emphasis on student activity fully, both physically and mentally, the class rather than as a place to obtain information, but rather a place to examine data from their findings in the field, learning is not just memorize, but the process experienced in real life

scholarly journals IMPLEMENTASI STRATEGI PEMBELAJARAN KONTEKSTUAL DI MI (MADRASAH IBTIDAIYAH)

2020 ◽  
Vol 1 (2) ◽  
pp. 21-34
Author(s):  
Much. Machfud Arif ◽  
Rr. Kusuma Dwi Nur Ma'rifati
Keyword(s):  
Learning Strategies ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Real Life ◽  
Contextual Learning ◽  
Academic Learning ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Good Learning

Learning is essentially a process of interaction between students and their environment, so there is a change in behavior to be better. In learning, the most important task of the teacher is to condition the environment so that it supports behavior change for students. The use of appropriate learning strategies will also determine the effectiveness and efficiency of learning. Learning needs to be done with fewer lectures and teacher-centered methods, and more emphasis on student interaction. The use of a variety of strategies will greatly assist students in achieving learning objectives. One good learning strategy is contextual learning strategy. Because contextual learning strategies can combine three aspects of intelligence, including cognitive, affective and psychomotor aspects. Contextual learning strategies can provide space for students to be directly involved in the learning process. So students are no longer seen as objects, but subjects who can show their existence and contribution in education. Contextual learning and teaching involve students in important activities that help them relate academic learning and the real life contexts they face. By linking the two, students see the meaning in schoolwork. Fiqh subjects in madrasah ibtidaiyah with a contextual learning strategy approach provide opportunities for students to explore cognitive abilities in implementing material in the process of teaching and learning activities more innovative and comprehensive.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DALAM MENINGKATKAN KREATIVITAS BELAJAR SISWA PADA PEMBELAJARAN SAINS

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Ekaristina Saragi ◽  
Naeklan Simbolon
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Class Action ◽  
Contextual Learning ◽  
Creativity Research ◽  
Contextual Teaching ◽  
Research Students ◽  
Academic Year ◽  
Improve Student Learning

The problem is the lack of creativity research students in science lessons in grade IV A SD N 106 789 Tanjung Gusta Deli Serdang Academic Year 2011/2012. This study aims to improve students' learning creativity using the contextual teaching and learning.This study is a Class Action Research (CAR) conducted in two cycles, where each cycle conducted two meetings. So in the second cycle there 4 x meeting. In each cycle will be carried out through four stages, namely planning, implementation, observation and reflection. Instrument made in this penelitisn is based on observations to measure the level of creativity of student learning.Based on the results obtained from 30 students can be seen that after each cycle of action on an increase creativity in learning. It can be concluded that through contextual learning strategies can improve student learning creativity in teaching science subjects Thermal Energy And Its use in Class IV A SD N 106 789 Tanjung Gusta Deli Serdang. Keywords: Contextual Learning Strategy, Creativity Learning Students

scholarly journals Qualitative Analysis of Christian Religious Education Teacher Learning Strategies in Online Learning

2021 ◽  
Vol 2 (2) ◽  
pp. 145
Author(s):  
Dian Paskarina ◽  
Ludwig Beethoven Jones Noya ◽  
Pratiwi Eunike ◽  
Bobby Kurnia Putrawan
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Relevant Literature ◽  
Real Life ◽  
Contextual Learning ◽  
Efficient Manner ◽  
Education Teacher ◽  
The Government

In the era of the Covid-19 pandemic, distance or online learning has become the primary method used by the government, in this case the Ministry of Education and Culture, to prevent the increasing number of Covid-19 viruses and the emergence of clusters in schools. In online learning, PAK teachers in their multifunctional role need to apply contextual learning strategies so that teaching and learning activities can take place in a systematic, directed, unobstructed, effective and efficient manner and can achieve educational targets. Contextual learning is a learning strategy that emphasizes the process of student involvement to achieve goals associated with real-life situations. The method used in this research is descriptive qualitative and data collection is done by interview and documentation as well as relevant literature. The results of the study on some high achieving students' motivation and interest in learning increased with the online learning method after the Christian Religious Education teacher carried out the role optimally by using contextual learning strategies. AbstrakDi era pandemi covid 19 pembelajaran jarak jauh atau daring merupakan metode yang digunakan pemerintah dalam hal ini Kemendikbud sebagai upaya untuk mencegah semakin meningkatnya pandemi covid 19 dan munculnya klaster di sekolah sehingga metode daring menjadi satu-satunya pilihan untuk pembelajaran yang harus dilakukan di era pandemi covid 19. Strategi pembelajaran merupakan garis-garis besar haluan untuk mencapai tujuan pembelajaran. Pada pembelajaran daring maka guru PAK dalam peran multifungsinya perlu menerapkan strategi pembelajaran kontekstual agar kegiatan belajar mengajar dapat berlangsung secara sistematis, terarah, tidak terhambat, efektif dan efisien serta dapat mencapai sasaran. Pembelajaran kontekstual merupakan strategi pembelajaran yang menekankan pada proses keterlibatan siswa untuk mencapai sasaran dihubungkan dengan kondisi situasi kehidupan yang nyata. Metode yang digunakan pada penelitian ini adalah kualitatif deskriptif dengan pendekatan studi kasus. Pengumpulan data dilakukan dengan wawancara serta dokumentasi juga literatur-literatur yang relevan. Hasil penelitian pada beberapa siswa berprestasi motivasi dan minat belajar meningkat dengan metode belajar daring setelah guru Pendidikan Agama Kristen menjalankan peran secara maksimal dengan menggunakan strategi pembelajaran kontekstual.

scholarly journals KAJIAN PENERAPAN TEORI PEMBELAJARAN BERMAKNA AUSUBEL BERDASARKAN PERSPEKTIF ALKITABIAH PADA MATERI HIDROKARBON [A STUDY ON THE APPLICATION OF AUSUBEL'S MEANINGFUL LEARNING THEORY ON HYDROCARBON CHEMICAL LEARNING BASED ON A BIBLICAL PERSPECTIVE]

2020 ◽  
Vol 16 (2) ◽  
pp. 141
Author(s):  
Sekar Kinasih ◽  
Kelly Sinaga
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Meaningful Learning ◽  
Contextual Learning ◽  
Contextual Approach ◽  
Literature Study ◽  
Contextual Teaching ◽  
Biblical Perspective ◽  
Bahasa Indonesia

<p>Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspective. The method of writing this research is a literature study based on 20 reference sources. The conclusion obtained is that each stage in Ausubel's meaningful learning theory with a contextual approach can help students find the meaning of learning by connecting old knowledge with new knowledge that is more relevant to life. Students can also add value to their life by becoming wise users of petroleum which is a hydrocarbon.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Hidrokarbon adalah salah satu materi pembelajaran kimia yang membutuhkan pemahaman konsep  dan daya ingat yang tinggi. Siswa biasanya hanya fokus menghafalkan dan memahami materi ketika belajar hidrokarbon agar bisa memperoleh nilai yang baik  saat ujian, seperti yang terjadi pada siswa kelas XI SMA di salah satu sekolah di Lampung. Hal tersebut mengakibatkan siswa tidak menemukan makna dalam pembelajaran hidrokarbon yang  berguna bagi kehidupan sehari-hari. Tujuan penulisan makalah ini adalah untuk memaparkan setiap tahapan dalam penerapan teori pembelajaran bermakna Ausubel dengan strategi <em>Contextual Teachin</em><em>g and Learning</em> (CTL) pada materi hidrokarbon berdasarkan perspektif Alkitabiah<em> yang </em>dapat menolong siswa menemukan makna pembelajaran yang relevan dengan kehidupan siswa atau kontekstual. Melalui pembelajaran yang kontekstual siswa juga memperoleh nilai-nilai kehidupan berdasarkan perspektif Alkitabiah. Metode penulisan penelitian ini adalah kajian  literatur berdasarkan 20 sumber referensi. Kesimpulan yang diperoleh yaitu setiap tahapan dalam teori pembelajaran bermakna Ausubel dengan pendekatan kontekstual dapat menolong siswa menemukan makna belajar melalui  menghubungkan pengetahuan lama dengan pengetahuan baru yang lebih relevan dengan kehidupan. Siswa juga dapat memperoleh nilai kehidupan untuk menjadi pribadi yang berhikmat dan bijaksana dalam menggunakan minyak bumi.</p>

scholarly journals Penerapan Strategi Contextual Teaching and Learning untuk Meningkatkan Keaktifan Belajar Siswa pada Mata Pelajaran Fikih di MTs. Al-Ikhlas Mentigi

2021 ◽  
Vol 8 (4) ◽  
pp. 552
Author(s):  
Haulid Haulid
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Descriptive Analysis ◽  
Learning Activity ◽  
Quantitative Descriptive Analysis ◽  
Analysis Technique ◽  
Contextual Teaching ◽  
Quantitative Descriptive

This study aims to describe the increase in student learning activity through the application of CTL (contextual teaching and learning) strategies. This research method uses classroom action research which is carried out in 2 cycles. Each cycle consists of planning, implementing actions, observing, and reflecting. The subjects of this study were 27 MTs class VII students. Al-Ikhlas Mentigi. The research instrument uses observation and tests, while the data analysis technique uses qualitative and quantitative descriptive analysis. The results of this study indicate that the application of the CTL (contextual teaching and learning) strategy is proven to increase learning activity which has an impact on student learning outcomes in Fiqh subjects. In addition, students feel happy about this learning strategy, this is manifested by the growing sense of togetherness in the group, the class atmosphere becomes more lively and there is a new experience for students to conduct a simple analysis of a problem that arises around them.

scholarly journals STARATEGI PEMBELAJARAN DALAM MENCAPAI TUJUAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 1 (1) ◽  
pp. 27-47
Author(s):  
Maemunah Maemunah
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Contextual Learning ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Goals ◽  
Cooperative Strategies ◽  
Teachers And Students

Learning strategy is a set of methods designed by a teacher that must be adapted to the conditions and conditions that exist in his school. The more appropriate the strategy chosen by a teacher in teaching and learning activities in schools, the greater the chance of achieving the expected learning goals. Educational experts who prioritize the importance of learning strategies that must be considered by a teacher in the learning process. Like Mulyasa's opinion, pleasant learning is a learning process in which there is a strong cohesion between the teacher and students, without feeling forced or depressed. Fun learning is a pattern of good relations between teachers and students in the learning process. Some strategies that can be used by a teacher in the learning process contained here are Direct Learning Strategies, Indirect Learning Strategies, Interactive Learning Strategies, Learning Strategies through Experience, Independent Learning Strategies, Jigsaw Cooperative Strategies, Problem Based Learning Strategies, Contextual Learning Strategies, and Expository Learning Strategies (SPE).

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 Application of Contextual Teaching and Learning (CTL) Components In Telecommunication Network Design and Optimization Course

2018 ◽  
Vol 2 (1) ◽  
pp. 24-33
Author(s):  
Firdaus Firdaus ◽  
Fatma Dewi
Keyword(s):  
Network Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Telecommunication Network ◽  
Real Life ◽  
Research Experience ◽  
Target Time ◽  
Design And Optimization ◽  
Contextual Teaching ◽  
Teaching Learning

ABSTRACT: One of the academic problems in the Electrical Engineering Undergraduate Program of Islamic University of Indonesia is the thesis work beyond the target time, so the average period of study became over time. Several solutions have been worked out, but the results have not been  significant impact. The biggest problem is the lack of research experience and support skills in research. This research proposes a new solution by inviting students to do integrated learning and research in the Telecommunication Network Design and Optimization course. The selected learning model is Contextual Teaching and Learning based on Problem Based Learning. CTL is a teaching-learning strategy that emphasizes the full process of student  involvement in order to discover the material learned and relate it to real life situations that encourage students to apply it in their lives. The results can improve the students achievement of competencies and give direct experience to students to conduct the research. This is evidenced by the increase of the average mark from 63.78 to 78.91 and the availability of studentto write the good research reports.

scholarly journals Application of Contextual Teaching and Learning (CTL) Components In Telecommunication Network Design and Optimization Course

2018 ◽  
Vol 2 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Firdaus Firdaus ◽  
Fatma Dewi
Keyword(s):  
Network Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Telecommunication Network ◽  
Real Life ◽  
Research Experience ◽  
Target Time ◽  
Design And Optimization ◽  
Contextual Teaching ◽  
Teaching Learning

ABSTRACT: One of the academic problems in the Electrical Engineering Undergraduate Program of Islamic University of Indonesia is the thesis work beyond the target time, so the average period of study became over time. Several solutions have been worked out, but the results have not been  significant impact. The biggest problem is the lack of research experience and support skills in research. This research proposes a new solution by inviting students to do integrated learning and research in the Telecommunication Network Design and Optimization course. The selected learning model is Contextual Teaching and Learning based on Problem Based Learning. CTL is a teaching-learning strategy that emphasizes the full process of student  involvement in order to discover the material learned and relate it to real life situations that encourage students to apply it in their lives. The results can improve the students achievement of competencies and give direct experience to students to conduct the research. This is evidenced by the increase of the average mark from 63.78 to 78.91 and the availability of studentto write the good research reports.

PENERAPAN STRATEGI CONTEXTUAL TEACHING AND LEARNING (CTL)UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 320
Author(s):  
Siwi Enggar Makarti
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Analytical Techniques ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Contextual Teaching

The background of this study is the low learning outcomes IPS. It is characterized by the acquisition of the average value of social studies students at 59.10 with the percentage of students learning completeness amounted to 50.00% from 20 students. This research is a classroom action research (PTK) which aims to improve student learning outcomes through the implementation of strategies IPS Contextual Teaching and Learning (CTL). This study was conducted in 010 primary schools Silikuan Ukui Hulu subdistrict, with research subjects fifth grade students with a number of 20 students. This study was conducted by two cycles. The data used in this study are the activities of teachers, student activities, and learning outcomes are collected using the observation technique teacher and student activities and written tests, while the analytical techniques used in this research is descriptive analysis. The study states that the acquisition of the activities of teachers and students and learning outcomes in each cycle has increased. This is supported by: (1) the percentage of activity the teachers in the first cycle of the first meeting by 45%, in the first cycle of meetings II percentage teacher activity by 52%, the percentage of teacher activity in the second cycle of the first meeting by 65%, the percentage of teacher activity in the second cycle meeting II by 75%; (2) the percentage of student activity in the first cycle of the first meeting by 49%, in the first cycle of meetings II percentage of student activity by 60%, the percentage of the activity of students in the second cycle the first meeting by 63%, the percentage of student activity on the second cycle of meeting II by 79% ; (3) learning outcomes in basic score of 59,10.Dan which reached KKM 65 only 10 students or (50%). The first cycle of the average value obtained by the students reached 63.6. Students who achieve KKM there are 13 students or 65 (65%). Cycle II average value obtained students achieve value above 67 means the KKM. Students who reached the last 16 students or (80%).

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