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We are pleased to inform you that your paper,
Entitle: 'ENHANCEMENT OF STUDENT LEARNING OUTCOMES THROUGH THE USE OF CONTEXTUAL TEACHING AND LEARNING'
Author(s): Arita Marini
has been accepted for publication in PONTE Journal after the peer-review process. It will be published in an upcoming issue (Vol. 72, Issue 11) and available on the PONTE Journal website.
Also the DOI link of your paper is: http://dx.doi.org/10.21506/j.ponte.2016.11.34
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ENHANCEMENT OF STUDENT LEARNING OUTCOMES THROUGH THE USE OF CONTEXTUAL TEACHING AND LEARNING
ARITA MARINI
(Department of Elementary School Teacher Education, Faculty of Education, The State University of Jakarta/Indonesia/+62214404328/arita250268@yahoo.co.id)
ABSTRACT
The purpose of this research is to enhance student learning outcomes through the use of contextual teaching and learning. The method of this research is the action research done in class outlined as Kemmis and McTaggart. This model is a dynamic process describing improvement in a spiral of steps composing of planning, acting, observing, and reflecting. The result shows that there was an increase of arithmetic mean test scores from 61.5 in cycle 1 to 67.2 in cycle 2 with t test= 2.114. Due to this result was still lower than the target, so the research was continued to the cycle 3. There were also learning gains from 67.2 in cycle 2 to 76.2 in cycle 3. This result is higher than the desired success target with t test= 3.267 showing that it is statistically significant at the 0.05 level. It can be concluded that student learning outcomes can be enhanced through the use of contextual teaching and learning. Application of contextual teaching and learning in teaching and learning process can give the opportunities for the students to express their ideas freely, have creative thinking, and use their knowledge comprehensively so that the student learning outcomes will be increasing.
Keywords: student learning outcomes, contextual teaching and learning and action research.
1. INTRODUCTION
The students at Elementary School Teacher Education in the State University of Jakarta in Indonesia are elementary school teacher candidates. In Indonesia, elementary school teachers are class teachers who must be competent in the five studyfields. There are mathematics, science, Indonesian language, social science, and civic education. Related to this, there are four required mathematics courses being mastered by the students as elementary school teacher candidates.
Those are fundamental mathematics, arithmetic, geometry and measurement, and problem solving in mathematics. Arithmetic is one of the compulsory courses for elementary school teacher candidates required to complete.
In fact, there had been a persistent problem of students’ competency in Arithmetic as demonstrated by the low scores of Arithmetic test which were less than 60. These scores were obtained using the pencil and paper multiple choice test which assessed the teachers’ knowledge of exponents operation as shown in Table 1 as a follows :
Table 1. Multiple Choice Test
Questions Concepts
20 Application of exponents characteristics For example:
Choose the best answers.
(3
2). (3
3. 3
5)= 3
k, find k.
a. 30 b. 10 c. 16 d. 11
20 Simplification of exponents For example:
Choose the best answers.
p
3g r --- = p
2g
3r
4a. p g
-2r
-3b. p
5g
4r
5c. p
5g
2r
3d. p g
2r
3Source : Data Survey (2011).
Furthermore, the facts of teaching and learning in Arithmetic class were about the low level of engagement among the students. We observed that this was because the teaching learning process is in one direction and the knowledge was transmitted from teacher to students.
In Arithmetic class, the teacher was the primary information giver so that the students passively received information from the teacher. The teacher didn’t motivate the students to relate the subject matter learned to the real life. The emphasis was on acquisition of knowledge outside the context in which it will be used. Concepts and skills were learned separately from the context in which they were used. Therefore, students engaged in minimal problem solving and they were assessed on their ability to provide the “right” answers. The culture of the class was competitive and individualistic. There were the low level of students’ interests in Arithmetic. This was because there was the high level of abstraction and low level of using concrete objects in teaching and learning. Consequently, the students’ motivation was low, leading to the low student learning outcomes.
Based on the previous research, It is found that the students better comprehend the taught content as it relates to real life (Harmer, 2009). It means that the instruction is situated in context.
It was important to improve the quality of Arithmetic instruction so the instruction and learning is meaningful. It is important to give opportunities for student learning to link the classroom experiences with the real world. The teacher has to help students make sense of what they are learning in the context of the working world. Students learn most effectively when they confront real-world problems. The teaching and learning process should be the integration of knowledge into real life applications.
Related to this, we believed that contextual teaching and learning could provide the means for addressing individual needs of students. It could also assist the students to connect the content they were learning to the life context in which that content was used. Application of contextual teaching and learning is important for the students not only to improve their knowledge but also to make them experience acquiring knowledge and skill on their own. This approach enables the students to develop their academic knowledge and skills in order to succeed in solving real world problems. It attempts to bridge the gap between the academic disciplines and the real world experiences. It is a focus on the context of teaching material from the students’ point of view in order to allow students to learn better. This approach gives opportunities for authentic assessment and individual reflection. This research was conceived to enhance the student learning outcomes through the use of contextual teaching and learning at Elementary School Teacher Education department in the State University of Jakarta.
The purpose of the study was to investigate the impact of using contextual teaching and
learning as an instructional methodology on student learning outcomes. Furthermore, this
research was intended to document the process of contextual teaching and learning application according to its cyclical impact on student learning outcomes.
2. LITERATURE REVIEW
2.1. Contextual Teaching and Learning
Contextual teaching and learning (CTL) is defined as the educational process that aims to help students realize meaning by connecting academic subjects with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances (Johnson, 2002; Sears, 2002; Crawford, 2001; West and West, 2009). Contextual teaching and learning can make learning meaningful to students by connecting not only content, the “what” of learning but also the reasons why that learning is important.
Common characteristics of CTL include:
a) helping students become self-regulated learners capable of high achievement meaning that they become more autonomous and responsible to take charge of their own learning and establish learning goals and tactics (Johnson, 2002; Sears, 2002).
b) interactional processes where the students collaborating meaning learning in the context of sharing, responding, and communicating with other learners (Johnson, 2002; Sears, 2002;
Crawford, 2001).
c) the students using critical and creative thinking through problem based learning by doing exploration, discovery, and invention and assessing students’ progress in CTL can be done through authentic assessment (Johnson, 2002; Sears, 2002).
Additionally, Sears (2002) identified that individual learners deciding to learn and engage in the intentional, intellectual, and emotional processes needed to do so as an additional feature of CTL. According to her, learning is a developmental process of ideas, skills, values, cognitive, and social act that takes place across the life span. Johnson (2002) suggested that CTL is a process of nurturing the individual. CTL then engages students in doing significant work (Johnson, 2002; West and West, 2009).
It’s agreed upon that the students learn best when what they are learning is connected to what they already know and when they are actively engaged in their own learning. Contextual teaching is teaching that enables students to reinforce, expand, and apply their academic knowledge and skills in a variety of in-school and out-of-school settings in order to solve simulated or real-world problems. Contextual learning occurs when students apply and experience what is being taught referencing real problems associated with their roles and responsibilities as family members, citizens, students, and workers.
2.2. Research Reports on Effectiveness of CTL
Research conducted by Deen and Smith (2006) found that family and consumer sciences teachers had a high to very high level of knowledge about contextual teaching and learning, whereby teachers with 31 to 40 years of teaching experience had the highest overall level of knowledge. Four of the five contextual teaching and learning practices occurred daily in three- fourths of family and consumer sciences teachers’ classrooms. When teacher groups based on years of teaching experience were considered, teachers with 21 to 30 years of teaching experience had the highest daily occurrence of contextual teaching and learning practices in their classes.
Another study by Glynn and Winter (2004) indicated that the conditions which fostered
the implementation of CTL strategies to teach science in elementary school were a collaborative
interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas.
Research conducted by Harmer (2009) for students in pursuit of baccalaureate business degrees found that learning and teaching would be enhanced if students experienced the real-life complexities of actual organizations either before, or in the early part, of their degree programmes. This finding allowed the students to better comprehend the taught content as it relates to real life.
2.3. Additional Research on Connection Between Features of Effective Instruction and Impact on Achievement
Another Predmore’s (2005) study focusing on CTL in family and consumer science classroom at Riverwood High School in Atlanta found that CTL strategies can be especially engaging for those students who dismiss school as boring. While it takes a great deal of creativity on the part of the teacher, a very innovative CTL activity will help students learn and remember difficult material.
This research was focusing on implementation of CTL in Arithmetic class for elementary school teacher candidates in the State University of Jakarta and its impact on student learning outcomes. This study was conducted over the course of 5 months in an Arithmetic course with three cycles and in each cycle conducted in 3 session as long as 150 minutes in each session.
Drawing from the suggestion of the literature on effective teaching and learning, we hypothesized that implementation of contextual teaching and learning can improve the student learning outcomes in Arithmetic at Elementary School Teacher Education Department in the State University of Jakarta. Our research sought to verify accuracy of this hypothesis.
3. METHODOLOGY
This study was held in 5 months from May until September in 2011 in an Arithmetic course at Elementary School Teacher Education Department in the State University of Jakarta in Indonesia. The method of this research is the action research outlined as Kemmis and McTaggart.
This model is a dynamic process describing improvement in a spiral of steps composing of planning, acting, observing, and reflecting. These steps are fundamental in a spirralling process.
In the step of planning, plan is developed in order to improve what is already happening.
This research used the steps of planning, acting, observing, and reflecting in the spiral
model to enhance student learning outcomes as proposed by Kemmis and McTaggart. In the step
of acting, the researchers act to do the implementation of the plan. In the step of observing, the
effects of the action are observed. Finally, in the step of reflecting, it is important to do the
reflection on these effects as the basis for further planning.
Fig.1 Diagram of Research Design
Planning:
- lesson plan using CTL - same real world problems - students managing themselves - teacher helped the groups
- higher order thinking Acting:
- implementing lesson plan using CTL - discussing same real world problems - students managing themselves - teacher helped the groups - students’ higher order thinking Observing:
- arithmetic test scores - observational data
Planning:
- lesson plan using CTL - different real world problems - students managing themselves - teacher helped the groups - higher order thinking
CYCLE I Reflecting:
- mean of arithmetic test scores less than the target of research - continued to the cycle 2
CYCLE II
Observing:
- arithmetic test scores - observational data
Acting:
- implementing lesson plan using CTL - discussing different real world problems - students managing themselves - teacher helped the groups - students’ higher order thinking Reflecting:
- mean of arithmetic test scores less than the target of research - continued to the cycle 3
Planning:
- lesson plan using CTL - different real world problem - students managing hemselves - teacher helped the groups - higher order thinking - using manipulative objects - using authentic evaluation
CYCLE III
Observing:
- arithmetic test scores - observational data
Acting:
-implementing lesson plan using CTL -discussing different real world problems -students managing themselves -teacher helped the groups -students’ higher order thinking -modelling abstract concept concretely -monitoring and evaluating the students building new understanding
-evaluating and teaching at the same time Reflecting:
- mean of arithmetic test scores more than the target of research - stopped in cycle 3
STOP
The cycles done in this research can be seen in Figure 1. In the step of planning in cycle 1, one of the activities done by the researcher was preparing the action in cycle 1 by making lesson plan using contextual teaching and learning to have better preparation in each step of the teaching process. The steps of contextual teaching and learning consisted of: (1) students learning by constructing the concept by themselves, (2) students doing inquiry for all topics; (3) students questioning to teacher and other students to get information, confirm what they had already known, and lead attention to the aspects they hadn’t understood. The students were motivated to do higher order thinking critically and creatively in order to analyze, to synthesize, to tackle the problems faced, to make decision, and to think logically; (4) students making learning community in groups to share between among students. Students were divided into groups as a vehicle of communication for sharing ideas and experiences. The same problems related to real world situations were given to the students in groups to motivate students to make connections between knowledge and its application in their lives. The teacher had to help the students effectively in groups to help them to understand the way how to communicate each other ; (5) using modelling designed by involving students. The students’ learning was done by managing themselves so that students can organize themselves as learners, improve their interests individually, and do learning by doing; (6) doing reflection at the end of learning activities; and (7) doing authentic assessment by collecting data about development of students’ learning.
Moreover, implementation of the plan was done in the step of acting. This step was done in 3 session as long as 150 minutes in each session to implement lesson plan using CTL. The step of action done in cycle 1 consisted of the following: (1) the students as many as thirty were divided into six groups consisting of five students in each group to encourage the students to learn from each other and together.
By using interdependent learning groups, the students were divided into work groups so that they had opportunities to interact about instructional activities; (2) the teacher emphasized problem solving by providing the same problems related to real world situations to be discussed by each group to make connection between knowledge and its application to the students’ lives.
The teacher tied the instruction to students’ backgrounds and experiences and provided opportunities for problem solving, decision-making, and cooperative learning; (3) the students used their critical thinking skills in solving the problems in-group. Students were involved in working collaboratively with other students to analyze, evaluate, and synthesize the problems in groups. The students had an opportunity to work with other students in a collaborative way. In interactive and collaborative learning contexts, students had opportunities to adopt various perspectives and think reflectively. The students learned in the context of sharing, responding, and communication with other learners. It taught students to manage themselves by monitoring and directing their own learning so that they become self-regulated learners. It also employed the authentic assessment in teaching and learning process. Teacher facilitated and gave guidance to the groups if it was needed. The students in group engaged in discussing with other students to analyze, evaluate, and synthesize the problem solving given in order to stimulate their own higher order thinking; (4) the students in groups reported the solution of the problems directly to the teacher.
In the step of observing of the cycle 1, the researcher together with collaborator recorded all
events happening in teaching and learning process. In this step, the effect of contextual teaching
and learning applied in teaching learning process was observed completely. The focus of this
observation was on the teacher and the students. It consisted of the Arithmetic test scores and the
observational data as the effect of contextual teaching and learning applied in teaching and learning. The arithmetic test scores was to measure the students’ learning outcomes enhanced through the use of contextual teaching and learning. The observational data was to measure the effectiveness of contextual teaching and learning implemented in class. Feedback was done after observation had been finished not more than 24 hours.
In the step of reflecting in cycle 1, it was evaluated how far the effect of contextual teaching and learning on student learning outcomes. It was important to determine the next action in the next cycle based on the result of evaluation in cycle 1. Because arithmetic mean test scores was less than the target of research, the research was continued to the cycle 2.
The researcher revised the plan done in cycle 1 in the step of planning in cycle 2. The activities done by the researcher in the step of planning in cycle 2: (1) making lesson plan using contextual teaching and learning in teaching learning process; (2) planning about grouping the students in class; (3) different from cycle 1, planning in cycle 2 giving the different problem related to real world situation to the students in groups; (4) planning about student learning by managing themselves through students’ autonomy and responsibility emerged to take charge of their own learning; (5) planning that the teacher effectively helped the student learning in groups as a facilitator ; and (6) planning that the students were given opportunities to use higher order thinking skills.
After this step, the researcher implemented the lesson plan using contextual teaching and learning in 3 session as long as 150 minutes in each session. The steps of acting done in cycle 2 were in the following: (1) the 30 students were divided into 6 groups consisting of 5 students in each group to enable the students to communicate one another. By using interdependent learning groups, the students were divided into work groups so that they had opportunities to interact about instructional activities; (2) the teacher gave the different problems related to the students’
daily activities for each group to connect what students already knew to the new information. The teacher tied the instruction to students’ backgrounds and experiences and provided opportunities for problem solving, decision-making, and cooperative learning; (3) the students discussed and solved the different real world problems in groups. Students were involved in working collaboratively with other students to solve problems in groups. The students had an opportunity to work with other students in a collaborative way. In interactive and collaborative learning contexts, students had opportunities to adopt various perspectives and think reflectively.
Learning groups helped students feel safe about sharing their ideas and actively participating in the learning process. By working groups students helped each other take leadership roles within the groups. The students in groups worked together to solve the problems and managed themselves to use thinking skills in solving the problems; (4) the teacher helped and motivated the students to investigate the solution of the problems giving them opportunities to encourage their higher order thingking skills. The teacher gave support and guidance to them to solve the problems.
In step of observing of the cycle 2, the researcher together with collaborator recorded all events happening in teaching and learning process. In this step, the effect of contextual teaching and learning implemented in teaching learning process was observed. This observation focused on the teacher and the students consisting of the Arithmetic test scores and the observational data as the effect of contextual teaching and learning implemented. The improvement of students’
learning outcomes was measured by arithmetic test scores and the effectiveness of contextual
teaching and learning implemented in class was measured by observational data. Feedback was done after observation had been finished not more than 24 hours.
In step of reflecting, there was evaluation how far the effect of contextual teaching and learning on student learning achievement in cycle 2. The result of evaluation was necessary to determine the next action developed in the next cycle. Because the mean of arithmetic test scores was still less than the target of research, the research was continued to the cycle 3.
In the step of planning in cycle 3 was to revise the plan of cycle 2. The activities done by the researcher in the step of planning in cycle 3: (1) making lesson plan using contextual teaching and learning in teaching learning process; (2) planning about grouping the students in class with different levels of ability; (3) planning about giving the different problem related to real world situation to the students in groups to be solved; (4) planning about student learning by managing themselves to use the student learning styles and strategies with variety of learning activities; (5) planning that the teacher effectively helped the students in groups; and (6) planning that the students used higher order thinking meaning that the students’ learning requires more cognitive processing and the skills of critical thinking and problem solving; (7) planning about the manipulative objects used by the students in groups to allow the students to explore hands-on approach and connect mathematical ideas to physical objects so that the students got better understanding; and (8) planning about using authentic evaluation in teaching learning process involving performance assessment consisting of assessment in which student respons, portfolios consisting of student work collection, and self assessment consisting student self-regulate learning and appraisal of their own progress.
In the step of acting in cycle 3 was the implementation of the lesson plan using CTL in 3 session as long as 150 minutes in each session. The steps of action done in cycle 3 were in the following: (1) the students as many as 30 were divided into 6 groups consisting of 5 students in each group to enable the students to communicate one another. By using interdependent learning groups, the students were divided into work groups so that they had opportunities to interact about instructional activities; (2) the teacher gave the different problems related to the students’
daily activities for each group to connect what students already know to the new information. The teacher tied the instruction to students’ backgrounds and experiences and provided opportunities for problem solving, decision-making, and cooperative learning. Groups was given different real world problems among groups about fraction addition, fraction subtraction, fraction multiplication, fraction division, and combination of fraction addition, subtraction, multiplication, and division. An example of the problem of fraction addition was: “Dewi ate 1/5 of the bread.
Desi ate 2/3 of the bread. Vera ate 1/10 of the bread. Questions: (a) How much proportion of bread is eaten by those three persons?; (b) How many different ways can you solve this problem?
(c) Create the other problem related to fraction addition in your context and find the solution.
Another example of the fraction multiplication was: “Each student needs ribbon to make the flower as long as 1/5 m. Questions: (a) How long the ribbon is needed if there is 4 students?; (b) How many different ways can you solve this problem?; and (c) Create the other problem related to fraction multiplication in your context and find the solution; (3) the students disscussed different real world problems and solved them in-group. Students were involved in working collaboratively with other students to solve problems in groups. The students had an opportunity to work with other students in a collaborative way. In interactive and collaborative learning contexts, students had opportunities to adopt various perspectives and think reflectively.
Learning groups helped students feel safe about sharing their ideas and actively participating in
the learning process. By working groups students helped each other take leadership roles within the groups. Groups worked together to solve the problems. Students used thinking skills to solve the problems. Students managed themselves by regulating their own learning and time in order to improve students’ higher order thinking skills; (4) the students used manipulatives that they could model abstract concepts concretely; (5) the teacher did authentic assessment by evaluating and teaching at the same time. The teacher did monitoring and evaluating how the students built new understanding in finding the solution of the problem. The teacher directed students toward producing the solution. The teacher used rubrics and other criteria checklists at the core of authentic assessment as standards to improve teaching and learning. In this teaching and learning process, the teacher allowed the students to progress at their own rate and evaluated their own progress; (6) the teacher helped and motivated the group to investigate the solution of the problems (5) Students in groups gave oral presentation about solution of the problems given by performing in front of the class; (6) Students drew the conclusion based on the reports of classmates; and (7) The teacher together with all of the students drew the conclusion about solutions of the problems given; and (8) The student did reflection about the teaching learning process they experienced.
In the step of observing of the cycle 3, the researcher together with collaborator recorded all events happening in teaching and learning process. The effect of contextual teaching and learning applied in teaching and learning process was observed in this step. This observation focused on the Arithmetic test scores to know about the students’ achievement and the observational data to monitor the effectiveness of contextual teaching and learning implemented. Feedback was done after observation had been finished not more than 24 hours.
In the step of reflection of cycle 3, it was evaluated how far the effect of contextual teaching and learning on students’ academic performance through comparation between mean of arithmetic test scores and the target of research. The result of evaluation was necessary to determine the next action developed in the next cycle. Based on the result had achieved the desired success target through the fact that mean of arithmetic test scores more than the target of research, this research was stopped in cycle 3.
Participants
Subject in this research was chosen from 30 students enrolled in Arithmetic class at Elementary School Teacher Education Department in the State University of Jakarta.
Data Collection Procedure
Data collection used observational data and achievement test data. The quality of contextual teaching and learning implemented in class can be determined through observational data.
Observational data was collected by observing teaching and learning process in Arithmetics class focused on 9 categories as shown in Table 2 in cycle 1, 2, and 3 using observation sheet as a follows :
Table 2. Observational Data
No Categories Rating
1 Students’ participation in solving the problems through relating the problems to the real life
2 Students’ creativity to solve the problems
3 Students’ responsibility for their own learning
4 Students’ engagement in teaching learning process
5 Opportunities for the students to interact with each other 6 Confident in students’ knowledge of the content 7 Students’ ability to work better with others
8 Students’ independence in solving the problems related to their daily lives 9 Improved critical thinking skill of the students
Source : Data Survey (2011).
Data collection about student achievement associated with the use of this instructional methodology can be determined through achievement test data demonstrated by the Arithmetic test in cycle 1, 2, and 3 shown in Table 3, 4, and 5 as a follows :
Table 3. Achievement Test in Cycle 1
Questions Concepts
3 Integer Addition For example:
Mira owed the money from her friend Rp 25 000. Her uncle and her father gave her Rp 12 500 and Rp 5 000.
Questons:
a. How much money does she have right now?
b. How many different ways can you solve this problem?
c. Create the other problem related to integer addition in your context and find the solution.
3 Integer Substraction For example:
The temperature in Jakarta was 30 C in the morning dan dropped to 25 C in the evening. At the same time the temperature in Bandung was 24 C in the morning and dropped to 20 C in the evening.
a.What is the difference between changes of these temperatures in Jakarta and Bandung?
b. How many different ways can you solve this problem?
c.Create the other problem related to integer substraction in your context and find the solution.
3 Integer Multiplication For example:
Ali is a student in the State University of Jakarta. He rented a room near the campus priced about Rp 400 000 for each month. He wanted to pay for 3 months.
a. How much does he have to pay for 3 months?
b. How many different ways can you solve this problem?
c.Create the other problem related to integer multiplication in your context and find the solution.
3 Integer Division For example:
There were Rp 7 500 000 for students’ allowance to be distributed to 30 students from West Kalimantan in dormitory at Elementary School Teacher Education Department in the State University of Jakarta.
a. How much does a student get the allowance?
b. How many different ways can you solve this problem?
c. Create the other problem related to integer division in your context and find the solution.
3 Combination of integer addition, substraction, multiplication, or division For example:
The fund for field trip for 35 students provided by Elementary School Teacher had deficit as many as Rp 15 000 000. The dean gave additional fund as many as Rp 8 000 000.
a. How much should a student pay for the field trip?
b. How many different ways can you solve this problem?
c. Create the other problem related to combination of integer operation in your context and find the solution.
Source : Data Survey (2011).
Table 4. Achievement Test in Cycle 2
Questions Concepts
5 Greatest common factor For example:
Tita has 56 books and Tasya has 72 pencils. Those books and pencils will be put in boxes. Each box must have the same number of books and pencils.
Questons:
a. How many boxes are needed?
b. How many books and pencils in each box?
c. How many different ways can you solve this problem?
5 Least common multiple For example:
Eine goes to the swimming pool every 10 days. Iqbal goes to the swimming pool every 15 days. On 5 March 2011, they go to the swimming pool together for the first time.
a. When will they go to the swimming pool together for the second and third time?
b. How many different ways can you solve this problem?
5 Creating the problem related to greatest common factor or least common multiple For example:
Create the problem related to greatest common factor in your contexts and find the solution. How many different ways can you solve this problem?
Source : Data Survey (2011).
Table 5. Achievement Test in Cycle 3
Questions Concepts
3 Fraction addition For example:
Dewi ate 1/5 of the bread. Desi ate 2/3 of the bread. Vera ate 1/10 of the bread.
Questions:
a. How much proportion of bread is eaten by those three persons?
b. How many different ways can you solve this problem?
c. Create the other problem related to fraction addition in your context and find the solution.
3 Fraction Substraction For example:
There was a fabric as long as 5 m. Farida took 7/8 of the fabric.
a. How long is the fabric left?
b. How many different ways can you solve this problem?
c.Create the other problem related to fraction substraction in your context and find the solution.
3 Fraction Multiplication For example:
Each student needs ribbon to make the flower as long as 1/5 m.
a. How long the ribbon is needed if there is 4 students?
b. How many different ways can you solve this problem?
c.Create the other problem related to fraction multiplication in your context and find the solution.
3 Fraction Division For example:
Hasan wants to paint the wood as long as 4 m. He only can paint the wood as long as ¾ m for each hour.
a. How many hours will he finish painting the wood?
b. How many different ways can you solve this problem?
c. Create the other problem related to fraction division in your context and find the
solution.
3 Combination of fraction addition, subtraction, multiplication, or division For example:
Ani brought 3 candies. Dina brought 5 candies. Adi brought 2 candies. Hasan took 1/5 of the candies. The candies left were given to 4 other children?
a. How many candies does a child have?
b. How many different ways can you solve this problem?
c. Create the other problem related to combination of fraction operation in your context and find the solution.
Source : Data Survey (2011).
Validity test in this research was data triangulation meaning that data was inspected by the expert. Triangulation is done by using various data source to improve the quality of evaluation.
Data Analysis
Data analysis technique consists of three phases: data reduction, data display, and conclusion. Data reduction was done by selecting, determining the focus, simplifying, making summary, displaying data in frequency distribution, frequency histogram, mean, variance and deviation standard, and t-test. Data reduction was done to classify data into the relevant and irrelevant data by discarding the unnecessary data so that the conclusion was appropriate. Data were also grouped into interval class of students’ scores with the number of students as frequency. Each class interval has a width of 10 students’ scores. From a frequency table, a frequency histogram was constructed with vertical columns to show frequencies of students’
number. Mean is used to measure the central tendency of the data. Variance and deviation standard are used to measure the variation of data from the central tendency. A t-test is used as statistical hypothesis test as inferential statistics.
Interpretative analysis was done once the study was completed. Improvement in students’
scores in cycle each could be categorized as the success of teaching and learning process due to implementation of contextual teaching and learning. Researcher described the students’ test scores compared to the success target as many as 75 interpreted narratively. Through implementing the contextual teaching and learning, students was responsible of their own learning so that they could be more autonomous. Students connected learning with the context of their lives so learning was more meaningful dan they also learned best.
4. RESULTS
The test scores of the participants diy cycle 1 are illustrated in Figure 2 as a follows :
0 2 4 6 8 10 12
34.5 44.5 54.5 64.5 74.5 84.5 94.5 Number of Students
Source : Data Survey (2011).
Fig.2 Test Scores in Cycle 1
The mean score of the participants was 61.5 with a variance of 98.724 and standard deviation of 9.936. In cycle 1, some classroom observations revealed that only some students participated in groups to solve the problem. Moreover, there were low level of students’
creativity meaning that there were low students’ ability in asking something valuable and seeking information by questioning related to the topic discussed in order to solve the problems. This was based on only few students posing the questions and exhibiting curiousity when working in groups. There were ample opportunities for the students to interact with each other and many students actively collaborated with peers to solve problems in group. It appeared that they felt safe enough to share their ideas and participating in the learning process. Furthermore, there was a slight improvement in students’ ability to work with others since some students dominated group discussions. Finally, there were also little evidence of improvement of students’ critical thinking skill since only few students showed different ways to solve the problems. Based on this class observation, some findings in cycle 1 and improvements to be done can be seen in Table 6 as a follows :
Table 6. Findings in cycle 1 and improvements
No Findings Improvements
1. Only some students participated in groups to solve the problem
The teacher understanding more deeply about students’ lives to create problems considering students’ experiences and living environment
2. Low level of students’ creativity to solve the problems
The teacher trying to create different problems related to the students’ daily activities
3. Ample opportunities for the students to interact with each other
The teacher motivating the students to make a good teamwork so that their more being consistent with real world
4. Little evidence of improvement of students’
critical thinking
The teacher creating the problems by connecting the students knowledge and new information
Source : Data Survey (2011).
The mean of Arithmetic test scores of the students in cycle 1 was 61.5 (which was less than the success target of this research) so that the research was continued to the cycle 2. In the planning step in cycle 2, the researcher revised the action plan used in cycle 1, implementing the designed lesson in 3 session as long as 150 minutes in each session. In doing so, the students as many as thirty were divided into six groups consisting of five students in each group to enable the students to communicate one another. By using interdependent learning groups, the students were divided into work groups so that they had ample opportunities to interact with one another about instructional activities. The teacher presented different problems related to the students’
daily activities to each group and tried to tie the instruction to students’ backgrounds and experiences. The students solved the problems in their small collaborative groups. In interactive and collaborative learning contexts, students adopted various perspectives and reflected on the suggestion of their peers. Learning groups helped students feel safe about sharing their ideas.
The teacher facilitated and motivated the students to investigate solutions to the problems and provided support and guidance. The test scores of Arithmetic class in cycle 2 are illustrated in Figure 3 as a follows :
0 2 4 6 8 10
34.5 44.5 54.5 64.5 74.5 84.5 94.5 Number of Students
Source : Data Survey (2011).
Fig.3 Test Scores in Cycle 2
The mean score of the participants was 67.2 with a variance of 98.268 and standard deviation of 9.913. It was noticed in the classroom observation in cycle 2 that enough students participated in groups to solve the problems. Additionally, there was a litte improvement in students’ creativity when solving problems based on only some students posing the questions and having big curiousity in solving the problems in groups. There was significant improvement in how students took charge of their learning. There were much improvement in students’
engagement in teaching learning process since some students in each group actively built new
understanding and shared it to others. There were many opportunities for the students to interact
with each other observed from many students being involved working collaboratively with other
students to solve problems in group and they felt safe about sharing their ideas and actively
participating in the learning process. Finally, there were also a middle level of students’ critical
thinking skill since some students showing different ways to solve the problems. Based on this class observation, some findings in cycle 2 and improvements to be done can be seen in Table 7 as a follows :
Table 7. Findings in cycle 2 and improvements
No Findings Improvements
1. A litte improvement in students’ creativity when solving problems
The teacher giving opportunities to the students to manipulate objects
2. A middle level of students’ critical thinking skill
The teacher doing authentic evaluation where evaluation done at the same time as teaching. The teacher monitoring and evaluating how the students building new understanding in finding the solution of the problem Source : Data Survey (2011).
The mean of Arithmetic test in cycle 2 was 67.2 (which was still less than the success target) and only slight improvement on the quality of contextual teaching and learning process observed, so that our research was extended to an additional cycle to the cycle 3.
In the step of planning in cycle 3, the researcher revised the plan done in cycle 2. This action was implemented in 3 session as long as 150 minutes in each session. The students as many as thirty were divided into six groups consisting of five students in each group to enable the students to communicate one another. The teacher gave the different problems related to the students’ daily activities for each group and tied the instruction to students’ backgrounds and experiences and provided opportunities for problem solving, decision making, and cooperative learning. The students solved the problems in groups. The students used manipulatives that they could model abstract concepts concretely. These manipulative objects were used by the students to support hands-on learning so that they can solve the problems and develop concepts effectively as well as increase their understanding and come to an accurate conclusion. The teacher did authentic assessment by monitoring and evaluating how the students built new understanding in finding the solution of the problem. The teacher directed students toward producing the solution.
The teacher used rubrics and other criteria checklists at the core of authentic assessment as standards to improve learning and teaching. The teacher asked the students performing meaningful application, demonstrating competencies by manipulating concrete objects, analyzing and sinthesizing what they had learned, and giving direct evidence if construction of knowledge.
In this teaching learning process, the teacher allowed the students to progress at their own rate and evaluated their own progress.
The teacher facilitated and motivated the students to investigate the solution of the problems. Students in groups gave oral presentation about solution of the problems given by performing in front of the class. Students drew conclusions based on the reports of classmates.
The teacher together with the students synthesized results discussed in class and the students
were encouraged to reflect on the teaching learning process they was experienced. The test scores
of the participants diy cycle 3 are illustrated in Figure 4 as a follows :
0 2 4 6 8 10 12 14
34.5 44.5 54.5 64.5 74.5 84.5 94.5 Number of Students
Source : Data Survey (2011).
Fig.4 Test Scores in Cycle 3
The mean score of the participants was 76.2 with a variance of 129.406 and standard deviation of 11.376. Observation of target behaviors exhibited by students revealed that all students participated in groups to solve the problems. Moreover, there was much improvement in students’ creativity to solve the problems since many students posed questions and showed curiousity when solving the problems in groups. Students showed high level of involvement and engagement in learning since almost all of them answered questions. Additionally, the number of students who volunteered to share their ideas in groups significantly raised. Furthermore, there was much improvement in students’ ability to work better with others.
Following the completion of cycle of the research, the arithmetic test was administered
again and the mean scores of the students reached 76.2 which was more than the success target of
this research as many as 75 and there were much improvement about the quality of contextual
teaching and learning process observed in cycle 3. Comparative data on the mean scores of the
Arithmetic test following each cycle are illustrated in Figure 5 as a follows :
0 20 40 60 80 100
Cycle 1 Cycle 2 Cycle 3
Test Scores Source : Data Survey (2011).
Fig.5 Test Scores in Cycle 1, 2, and 3
As illustrated in Figure 5, the mean Arithmetic scores of the students in cycle 1 and 2 is increasing from 61.5 to 67.2 with t test = 2.114 showing that it is statistically significant at the 0.05 level. The mean score of Arithmetic test in cycle 2 increased from 67.2 to 76.2 in cycle 3 with t test = 3.267 showing that a statistically significant improvement at the 0.05 level.
5. DISCUSSION
Application of contextual teaching and learning in teaching and learning process can give the opportunities for the students to express their ideas freely, have creative thinking, and use their knowledge comprehensively so that the student learning outcomes will be increasing.
Contextual teaching and learning engages students in significant and relevant activities that help them connect their academic learning to real-life situations and problems. Contextual teaching and learning strategies and practices had a positive impact on student engagement and their learning outcomes were improved. It connected new information to life experiences or prior knowledge that students bring with them to the classroom. This approach applied in problem solving context helped students make connections between academic tasks and application of the same concepts in real life.
6. CONCLUSIONS
Because the student learning outcomes in cycle 3 was higher than the success target of this research and we suggest that contextual teaching and learning in teacher education can provide opportunities for development of teacher knowledge.
The result of this study can help the teacher educators and professional development
providers ways to improve the quality of teaching and learning using the contextual teaching and
learning. Contextual teaching and learning is very important for teacher education because when
integrated and implemented as whole can become a driving force in the reform of teacher
education. Implementation of contextual teaching and learning helps the teachers relate subject
matter to real-world situations. This approach motivated students to become responsible for their
own learning and to connect the knowledge and its application to the various contexts of their
lives. This approach provides opportunities for teachers to more readily respond to the needs of their students so to improve student learning outcomes.
7. ACKNOWLEDGEMENTS
This study is dedicated to the The State University of Jakarta, Indonesia that has been providing assistance funding for this research.
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