The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach

Bhure, Milburga; Welu, Felix; See, Siprianus; Ota, Maria Kristina

doi:10.30862/jri.v1i1.3

Cited by 9 publications

(7 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Then the process is continued to lead students into the real world. Changing student boredom with science is done by telling stories, providing interesting pictures, and taking them to real-world observations (Bhure et al, 2021;Dilek et al, 2020;Ruto et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

J. Res. Instr.

View full text Add to dashboard Cite

Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.

show abstract

Section: Discussionmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

J. Res. Instr.

View full text Add to dashboard Cite

show abstract

“…Research by Bhure et al (2021) said that learning achievement is the level of success in studying the subject matter to determine the ability of students to accept, reject and assess the information obtained during the learning process. Furthermore, Bariroh's research (2018) says that learning achievement is a measure of the success of student learning activities in mastering subjects during a specific period seen from the values in these subjects.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Environment and Self-Regulated Learning on Learning Achievement of Grade Xi Students in Economics Subjects at East Jakarta Senior High School

Sa’idah,

Nurjanah,

Nikensari

2022

ECO EDU ENTRE

View full text Add to dashboard Cite

This study aims to determine the extent to which environment and students' abilities to self-regulate their learning impact the academic achievement attained by students in the eleventh grade of the East Jakarta Senior High School's economics programme. The methodology of this study is based on quantitative research and includes survey methods. The sampling technique uses simple random sampling, a random sampling technique by selecting one class XI MIPA and one class XI IPS at each school as a representative sample with a sample of 88 students from 736 students. The data collection technique is in the form of a questionnaire in the form of a closed list of statements via a google form link, documentation, namely data in the form of the number of students and data from the Middle Semester Assessment (PTS) and economics teacher interviews. Data analysis used path analysis with IBM Statistics 25. The results of this study indicate that there is a positive and significant influence between the learning environment on learning achievement as evidenced by the t-count ≥ t-table (3.452 > 1.983), there is a positive effect and powerful between self-regulated learning on learning achievement as evidenced by the value of t-count ≥ t-table (9.616 > 1.983) and there is a positive and significant effect between learning environment on self-regulated learning as evidenced by the weight of t-count ≥ t-table (2.092 > 1,983). Following the analysis presented above, one can reach the following conclusion regarding the relationship between the environment and the ability to self-regulate one's learning: there is a positive and significant influence

show abstract

“…The Contextual Teaching and Learning (CTL) model has numerous advantages that make it an effective method for improving the quality of education. CTL contextualizes learning by linking the material with real-life situations, making learning more relevant and meaningful for students (Bhure et al 2021;Priyadi 2021;Tari and Rosana 2019). When students can see the direct connection between what they learn in the classroom and the world around them, they are more motivated and interested in learning (Hasbi et al 2022;Rizanti, Burhan, and Saputra 2021;Trimurtini et al 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of The Use of Contextual Teaching and Learning (CTL) Learning Model on The Cognitive Value of Students of Elementary School

Riza,

Mardhatillah,

Rizki

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to evaluate the impact of the CTL model on cognitive and learning activities of fifth-grade students at SDN 16 Banda Aceh, particularly when their cognitive scores in heat transfer topics in science do not reach the minimum threshold (KKM) of 76. This quantitative research uses a one-shot case study design with measurement and observation sheets as instruments. The analysis shows that the average student score before using the CTL model was 80.76 with 72.73% classical completeness, and after using the CTL model, it was 76.33 with 69% classical completeness. Hypothesis testing indicated t count > t table (2.49 > 1.69), thus H1 is accepted. Average cognitive scores were C1 = 22, C2 = 27, and C3 = 31. The instructor's task average score was 4.74 (very good), and student learning experiences were 85% very good, 9% good, and 6% acceptable. The results indicate that the CTL model positively affects individual cognitive outcomes with an average score of 80.76. However, it does not significantly impact the percentage of classical completeness, which remained at 72.73%, below the required 80%. The CTL model enhances teacher and student learning experiences, making students more engaged and enthusiastic as the learning connects directly to their lives.

show abstract

The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach

Cited by 9 publications

References 20 publications

The inquiry-based student book integrated with local resources: The impact on student science process skill

The inquiry-based student book integrated with local resources: The impact on student science process skill

The Effect of Environment and Self-Regulated Learning on Learning Achievement of Grade Xi Students in Economics Subjects at East Jakarta Senior High School

The Effect of The Use of Contextual Teaching and Learning (CTL) Learning Model on The Cognitive Value of Students of Elementary School

Contact Info

Product

Resources

About