Email this article EFFECTIVENESS OF CONTEXTUAL LEARNING PROBLEM BASED TEACHING MODEL IN INCREASING ACHIEVEMENTS AND STRENGTHENING SCIENCE MATERIALS IN VB MIN 1 PALU CITY STUDENTS
Abstract
To be able to learn something well, we need to listen, see, ask questions about it, and discuss it with others. It's not just that, students need to "do it", that is, describe things in their own way, show examples, try to practice skills and do assignments that demand the knowledge they have gained.This research uses action research as much as three rounds. Each round consists of four stages, namely: design, activities and observations, reflection, and refissions. The target of this research is the students of class VB MIN 1 Palu City. The data obtained in the form of formative test results, observation sheets of teaching and learning activities.From the results of analysts it was found that student achievement increased from cycle I to cycle III namely, cycle I (64.00%), cycle II (76.00%), cycle III (88.00%).The conclusion of this study is that problem-based contextual learning can positively influence the learning motivation of VB MIN 1 Palu students, and this learning model can be used as an alternative to learning science.
Keywords
Full Text:
PDFReferences
Chania, Y., Haviz, M., & Sasmita, D. (2016). Hubungan Gaya Belajar Dengan Hasil Belajar Siswa pada Pembelajaran Biologi Kelas X SMAN 2 Sungai Tarab Kabupaten Tanah Datar. Journal of Sainstek, 8(1), 77–84.
Cynthia, L. C., Martono, T., & Indriayu, M. (2015). Pengaruh Fasilitas Belajar dan Motivasi Belajar Terhadap Prestasi Belajar Mata Pelajaran Ekonomi Siswa Kelas XI IIS di SMA Negeri 5 Surakarta Tahun Ajaran 2015/2016. Jurnal Pendidikan Bisnis Dan Ekonomi, 01(02), 1–20. http://jurnal.fkip.uns.ac.id/ index.php/ptn/article/view/7397/5169
Eggen, P., & Kauchak, D. (2012). Educational Psychology Windows on Calssroom. USA: Prentice Hall.
Gafur, A. (2003). Penerapan Konsep dan Prinsip Pembelajaran Kontekstual (Constextual Teaching and Learning) dan Desain Pesan dalam Pengembangan Pembelajaran dan Bahan Ajar. Cakrawala Pendidikan, 22(3), 273–289. https://doi.org/10.21831/cp.v3i3.7419
Hartono, Kaswari, & Marmawi. (2013). Peningkatan Hasil Belajar IPA melalui Metode Eksperimen Kelas II SDN 8 Keninjal Kabupaten Melawai. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 2(9).
Ibrahim, M., & Nur, M. (2002). Pembelajaran Berdasarkan Masalah. Surabaya: UNESA University Press.
Pane, A., & Dasopang, M. D. (2017). Belajar Dan Pembelajaran. FITRAH:Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333. https://doi.org/10.24952/fitrah.v3i2.945
Resnick, L. . (1987). Education and Learning to Think. Washington, D.C: National Academy Press.
Samsuni. (2017). Efektivitas Pembelajaran Kontekstual Model Pengajaran Berbasis Masalah Dalam Meningkatkan Prestasi dan Peguasaan Materi Pelajaran IPA pada Siswa Kelas VI SDN Pematang Tahun 2015/2016 Samsuni. Jurnal Langsat, 4(1), 99–104.
Sumini, T. (2017). Penelutian Tindakan Kelas dan Pengembangan Profesi Guru. JURNAL PENELITIAN, 21.
Sunhaji, S. (2014). Konsep Manajemen Kelas Dan Implikasinya Dalam Pembelajaran. Jurnal Kependidikan, 2(2), 30–46. https://doi.org/10.24090/jk.v2i2.551
Suprayitno, A. (2020). PENELITIAN TINDAKAN KELAS DI ERA 4.0. Yogyakarta: Deepublish.
Yenti, I. N. (2016). Pendekatan Kontekstual (Ctl) Dan Implikasinya Dalam Pembelajaran Matematika. Ta’dib, 12(2), 119–125. https://doi.org/10.31958/jt.v12i2.161
Zulrahmat, & Herlina. (2016). Pengaruh Strategi Problem Based Learning dan Sikap Kreatif Terhadap Hasil Belajar PKn. Al-Ta’dib, 9(2), 140–155.Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
