This study aims toimprovestudentachievementinAqeedah Akhlak throughtheContextualTeachingandLearningapproach. This research is a class action research carried out in two cycles inthe first cycle conducted 2 meetings while inthe second cycle conducted 1 meeting. Each cycle consists of planning, implementing actions, observing and reflecting. Data on studentlearning pest obtained throughstudent test results at the end of cycle I and cycle II, the results of learning activities are seen by racing on the guidelines for student activity observation sheets and teacher activities. The indicator of the success of this study is toimprovestudentlearningachievementinthe subject of aqidah moralthroughtheContextualTeachingandLearningapproach. Seen at an average value of 86.31 with a classical completeness percentage of 89.43%. The application of theContextualTeachingandLearningapproach can improvestudentachievementin class III MI Assa'adah Labuapi District, West Lombok Regency Academic Year 2017/2018. Keywords: LearningAchievement, ContextualTeachingandLearning (CTL).
ABSTRACT: EffortstoImproveLearning Outcomes of Natural Sciences Throughthe Use of the Tife STAD Cooperative Learning Model in Class VII A Students of MTs Negeri 8 Tasikmalaya. This study aims to determine studentlearning outcomes between Tife STAD Cooperative Learningin Natural Sciences. The study was conducted at MTs Negeri 8 Tasikmalaya by taking a sample of one class, class VII A. The research method used was the Tife STAD Cooperative Learning Model, a research model using data collection instruments for studentlearning outcomes through group discussion. Based on the results of data processing and discussion of research results that have been conducted by researchers, it can be concluded as follows: In Cycle I the average score of science learning outcomes is 22,159 (73.86%) of the ideal score that can be achieved by students 20 (100%) andthe standard deviation is 3.108. Inthe second cycle the average score of science learning outcomes is 24.316 (81.05%) of the ideal score that can be achieved is 30 (100%) andthe standard deviation is 2.689. STAD model Cooperative Learningin science learning can improvestudent activities andlearning outcomes. Based on the findings above, the author can suggest, advanced researchers can integrate several learning models that can be integrated into the STAD Type Cooperative Learning model so that the success rate will be even greater. A contextualapproachto STAD Type Cooperative Learning can be an alternative as an effort toimprovethe completeness of studentlearning outcomes and activate thelearning process. To overcome the problems mentioned above, it is necessary to strive for a learningapproach that can be used to make learning more active, which is a learning concept to help teachers link material taught with students 'daily lives and encourage students to make connections between students' initial knowledge and application in life as family and community members. STAD Cooperative Learning Type because this model is the simplest cooperative learning model so that students can more easily understand and do learningin groups. The STAD cooperative learning model is very effective to be used for science learning. The results showed that there were differences instudentlearning outcomes in science lessons using the Tife STAD Cooperative Learning Model. learning outcomes in classrooms that are treated with such learning better.
ContextualTeachingandLearning (CTL) is one of learning approaches that makes the use of everyday lives problems or problems surrounding the students as their learning objects. Contextual problems, or commonly called real-world problems, are defined as problems that portray the real world situation according tothe students’ experience (Gravemeijer & Doorman, 1999), in which in order to solve them, the students have to be able to interpret the problems, conduct symbolization, manipulate, and solve the problems by applying mathematical procedures or operations (Seifi, et al, 2012). According to Johnson (2002), CTL is a learning process that aims to help the students to see the meaning within the field that they are learning by connecting academic subjectsandthe real contexts in their everyday lives, which are the contexts of their private, social, and cultural condition. Johnson (2002) formulates eight important components to ensure the success of the purposes of contextuallearning. They are: making meaningful connections, performing meaningful work, performing self-regulated learning, cooperating, thinking critically and creatively, helping individuals to develop andimprove, aiming for high standard, and using authentic appraisal.
Learning chemistry is closely associated with experiments suitable with the characteristic of chemistry as an experimental science. There are 2 important things that must be noticed in studying the chemistry that is chemistry as a result of the finding of experts such as principles, laws, theories, andthe chemistry as process that is scientific work such as laboratory experiment method. One effort toimprove student’s achievement is to use labor atory experiment method. By laboratory experiments method, activities students will be more focused attention on thelearning process and not on other things as well students have the opportunity to develop the ability to observe all things that are involve inthe process and can take the expected conclusions (Nurasiyah, 2010).
The purpose of this research to determine how toimprovethe activity andstudentlearning outcomes in mathematics with a realistic approachto mathematics in class VII Junior High School 18, the city of Bengkulu . This research is Classroom Action Research ( CAR). This research was conducted in three cycles with the flow of the research: Implementation Action Plan Action Observation Reflection . Thesubjects of research were students of class VII - 5 Junior High School 18 Bengkulu semester academic year 2011/2012, totally of the students 31 people consist of 14 men and 17 women . The research instrument is the end of each test cycle , observation sheets and interview students . Result test data analyzed are the average value and completeness of classical learning . Based on the results of research conducted it can be concluded toimprovestudent activity can be done by providing motivation , divided the students in groups of 4-5 people , randomly students to ask questions, answer questions , respond to , group presentations , work on contextual questions , ask that are not understood , addressing student issues such as noise, and get conclusions after thelearning process . based on observation from the average score of each cycle increases the observer , inthe first cycle was 18 with a sufficient criterion ( C ) , improved inthe second cycle is 23 with a sufficient criterion ( C ) , an improved in cycle III is 27.5 with both criteria ( B ) . Based on observation from the results of analysis the test cycle I to cycle III is known that thestudentlearning outcomes for cycle 1 is the average value of 71.63 students with mastery learning classical 54.83 % , increased inthe second cycle the average value 77.87 with thoroughness classical study 74.19 % and third cycle also increases the value of the average student 81.74 with mastery learning classical 90.32 %
Education is very important for humans, because education is an investment in human resources inthe long term. Education is also a vehicle toimproveand develop the quality of human resources. Education is not only seen as an attempt to provide information and skill formation, but expanded to include effortsto realize the desires, needs and abilities of individuals to achieve personal and social lifestyle satisfactory. Education not merely as a means of preparation for the next life, but for the life of children today who are experiencing growth towards maturity level. Effortstoimprovethe quality of education has been done by the government including curriculum renewal, improvement of educational facilities, the use of methods of teaching, doing research, and improving the quality and quantity of learning outcomes. Teachingandlearning process is a core activity in an effort toimprovethe quality of education. The good and bad of a learning process is one of the dominant factors in determining the quality of education.
From various considerations and empirical evidence show that the cooperative learning model needs to be applied in civil engineering teaching on thesubjects of analysis of complex building structures in improving studentlearning outcomes. Based on the test results of the application of cooperative learning model was superior in many ways when compared to conventional learning, such as: a) theachievement of higher academic learning outcomes; b) is more conducive to improving relationships between students and professors c) more psychologically healthy, increased confidence inthe understanding of the lesson content.
The impact of less learning media create monoton learningand not interest for studentand make student not have motivation for studying chemistry. This problem make writer interest for applying one variation of strategy learning, that is learning model and computer media . ContextualTeachingandLearning (CTL) that help teacher relate the content to be studied and encourage studentto make connection between the knowledge possessed by the application in everyday life. CTL model is a type of learning model that better applying tostudent. Because with this model student will understand nature phenomena related to chemistry subject to help students see meaning inthe academic material they are learning by linking academic subjectsinthe context of their daily lives.
This study discusses the effect of the application ContextualTeachingandLearninglearning model tothelearning outcomes of students' moral values. The formulation of the problem of this research are 1) how is theContextualTeachingandLearninglearning model inthesubjects of the Islamic Moral Class XI at MA Ma'arif Puter inthe academic year 2019/2020? 2) how are thestudentlearning outcomes inthe subject of theAqeedah of Class XI at MA Ma'arif Puter 2019/2020 school year? 3) how is the effect of theContextualTeachingandLearninglearning model on thesubjects of the Islamic Morals on thelearning outcomes of class XI students in MA Ma'arif Puter inthe academic year 2019/2020 ?. Thesubjects of this study were all class XI at MA Ma'arif Puter 2019/2020 school year, totaling 19 students. This type of research is quantitative descriptive. The results of the study can be concluded into three, namely, 1) the use of theContextualTeachingandLearninglearning model inthesubjects of the Islamic Moral Class XI at MA Ma'arif Puter proven by the results of the questionnaire showing a value of 87% andthe value is classified as very good. 2) studentlearning outcomes insubjects Class XI morality in MA Ma'arif Puter is proven from the results of the report card shows a value of 85 andthe value is classified as good. 3) the influence of theContextualTeachingandLearninglearning model on the subject of morality inthelearning outcomes of class XI in MA Ma'arif Puter there is a significant effect as evidenced from the significance value of 0.002 ≤ 0.05.
is to observe, to read, to initiate, andto try something themselves, to listen, to follow direction". According to Nurkencana (1986: 62) argues that learningachievement is a result that has been achieved or acquired by the students as a value of each subjects. This research will measure the cognitive achievement of students based on Bloom’s Taxonomy cognitive domain, the following stages: C1 (Remembering), C2 (Understanding), C3 (Applying), C4 (Analyzing). Thelearningachievement will be measured by multiple choice tests.
Rapid globalization has elevated the English language as the International language that must be mastered by people to communicate with other people. Position of English as the International language is the key of successful either in development of education or work areas. In Indonesia, English is taught as foreign language because it is taught as a school subject in a society where it is not widespread medium of communication outside the schools. Lado (1961: 239) in Fulcher (2003: 18) state the ability to speak a foreign language is without doubt the most highly prized language skill. It caused of a clear lack of understand of what constitute speaking ability or oral production. English has taught from elementary school to university. That’s why English be comes important for students because English not only as the way to communication confidently but it has function as a way to transferring knowledge, expressing ideas, feelings, and thoughts orally.
To succeed and able to use language function as communication means, it needs teachinglearning process motivating learners to learn independently, actively, and creatively. Surely, teacher must be able to facilitate learners by managing learning based on their characteristics, which is meaningful learning. Thus, selecting strategy or approachand model of learning is absolutely needed. Since 2002, the government has introduced the most appropriate learning model of ContextualTeachingandLearning (CTL).
While Tracey (2008, p. 3) stated that the major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered instruction andto examine the relationship between their instructional and managerial approaches. Results indicate that, although all three teachers used an eclectic approach, two teachers tended to be more student-centered while one was more teacher-centered with respect to classroom management. All three teachers’ approaches also reflected the principles of “good classroom management” derived from studies conducted inthe 1960’s and 1970’s in traditional transmission classrooms. Results also indicate that the teachers did think about the relationship between instruction and classroom management, but not in terms of using student- centered management to support their student-centered instruction.
The involvement of students in following the course of teachingandlearning activities about 60%, classroom management inlearning about 70% of the 25 students inthe class who follow thelearning process. The results of daily tests students' average value was 65. Studentlearning outcomes was still relatively low, say low because the majority of students on tests of cognitive learning outcomes achieved only at high values of 20 and 70, which means that there were many students who have to perform remedial.
Yuniarta Ita Purnama. S891402061. 2015. The Influence of Guided Discovery Learningand Self-Actualization on Students’ Cohesive Devices Mastery in Writing Recount Text (An Experimental Research at the Eighth Grade of MTs Assalam Bangilan Tuban inthe Academic Year of 2015/2016). Thesis. Consultant I: Dr. Abdul Asib, M. Pd.; Consultant II: Dr. Sumardi, M.Hum. English Education Department, Graduate School of FKIP. Sebelas Maret University of Surakarta.
SRL involves the active and goal-directed learning, self-control of behavior, motivation, and cognition for academic tasks by individual learners. Self-regulated learners attempt to adjust the characteristics of their behavior, motivation and cognition to fit the task at hand. 5 Learners are required to be self- regulated, for instance, selecting goals to pursue, how to use the resources available to them, how to plan, allocate resources, seek help, evaluate their own performance, revise and correct their own work (Corno and Randi, 2002). Self- regulated learners work to control their motivation and find ways to deal with anxiety. They actively control thelearning environment, schedule appropriate amount of time, find physical environment appropriate for their effective study, have material ready, and plan human resources as needed. Finally they choose cognitive strategies that have higher payouts – they seek to understand ideas and material rather than just memorize and recall. By acquiring this ability or by leading learners to this way, self-regulated learners will take pride in their effort and meaning they construct. 6
Education that we can see around is often using Direct instruction method without using some media. Teacher is teaching by speaking in front of class about subject. “ Likewise with the using of media is still minimal inteachingandlearning. This happen because some teachers think that using media is very troublesome and requires a lot of funds ” (Aristohadi, 2008). We can see that not all the media is requires a lot of fund. Some media can be used by using things surround us and also some cheap things that affordable by teacher. Like in topic of oxidation we can use a slice of apple to show students oxidation process. Some of media may be troublesome for teacher that not have basic about instructional technology or educational technology. Definition of educational technology according to Commission on Instructional Technology is “instructional technology means the media born of the communications revolution which can be used for instructional purpose alongside the teacher, the book, andthe blackboard” (Suki man: 2012). What we need the most is communication media that grow rapidly and we can used it on education. This tools of technology is called hardware like TV, radio, video, PC etc.
In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995). It is also thought of as the way in which information is absorbed, processed, and retained. "Learning Theories" are elaborate hypotheses that describe how exactly this procedure occurs. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
penelitian ini adalah adalah penelitian ekperimen dan deskriptif. Metode yang digunakan dalam pe- nelitian ini adalah quasi experiment, yaitu perla- kuan terhadap satu variabel dan tidak ada kelas kontrol (Arikunto, 2005), dengan “one group pre- test-postest design”. Tidak ada kelompok pemban- ding, kemudian diberikan tes awal, tes akhir dan perlakuan (implementasi pendekatan pembelaja- ran) yaitu pendekatan active learning. Desain ini berlaku untuk tes hasil belajar. Dalam penelitian ini juga menggunakan jenis penelitian deskriptif untuk mengambarkan kemampuan berpikir kritis.