The Effectiveness of Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) Models in Class VI Science Subjects on Creativity and Learning Outcomes
DOI:
10.29303/jppipa.v9i11.5290Published:
2023-11-25Issue:
Vol. 9 No. 11 (2023): NovemberKeywords:
Creativity, Contextual teaching learning, Expository, Learning outcomes, Problem based learningResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The aim of the research is to analyze the mastery of creativity and student learning outcomes through Contextual Teaching Learning (CTL), Problem Based Learning (PBL) and expository learning models, as well as knowing the differences in increasing creativity and learning outcomes after learning in the three learning models. The research design uses true–experimental research. The research sample is 21 class VI students at SDN 1 Tamanrejo and 22 students at SDN 2 Tamanrejo the experimental group, and 19 students at SDN Trimulyo as control group. Data analysis used one way anova and paired sample t-test. The results show that achievement of classical completeness in science learning outcomes with the CTL learning model = 85.7%; PBL = 63.5%; and expository = 15.8%. Increased learning creativity in the CTL learning model, learning creativity increased by 45.25%; PBL 34.52%; and expository 25.80%. The increase in student science learning outcomes in classes with the CTL learning model increased by 89.18%; PBL 73.17%; and expository 57.10%. The conclusion of the research shows that CTL model classes produce better learning creativity and complete science learning outcomes compared to classes that apply the PBL model and higher than those that apply the expository model.
References
Ali, M., & Ansori, M. (2019). Psikologi Remaja, Perkembangan Peserta Didik. Bumi Aksara.
Aqib, Z. (2013). Model-Model, Media, dan Strategi Pembelajaran Kontekstual. Yrama Widya.
Arends, R. (2018). Learning to Teach: Belajar untuk Mengajar. Yogyakarta: Pustaka Pelajar.
Arikunto, S. (2016). Prosedur Penelitian, Suatu Pendekatan Praktik. Rineka Cipta.
As-Sa’idah, M. M., & Dedih, U. da. M. (2022). Effectiveness of Contextual Learning Models, Problem-Based Learning, and Learning Outcomes. Jurnal Pendidikan Agama Islam, 2(1), 1–15. https://doi.org/10.15575/jipai.v2i1.18786
Diantari, P. W., Negara, I. W., & I.G.A.O. (2014). Pengaruh Model Pembelajaran Problem Based Learning Berbasis Hypnoteaching terhadap Hasil Belajar Matematika Siswa Kelas V SD. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD, 2(1), 1–10. https://doi.org/10.23887/jjpgsd.v2i1.3103
Firdaus, F., & Dewi, F. (2018). Application of Contextual Teaching and Learning (CTL) Components In Telecommunication Network Design and Optimization Course. IJCER (International Journal of Chemistry Education Research), 2(1), 24–33. https://doi.org/10.20885/ijcer.vol2.iss1.art5
Irvan, M. F., Jerusalem, M. A., & Habibullah, H. (2020). The Mathematics Learning Model’s for Early Grade Students: Contextual or Problem-Based Learning. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(3), 551. https://doi.org/10.24127/ajpm.v9i3.2779
Johnson, E. B. (2014). Contextual Teaching and Learning Menjadikan Kegiatan Belajar Mengajar Mengasyikan dan Bermakna. Kaifa.
Kadmayana, K., Halim, A., Mustafa, M., & Ilyas, S. (2021). Impact of Contextual Teaching Learning Model to Science Process Skills and Scientific Attitudes of Students. Jurnal Penelitian Pendidikan IPA, 7(3), 375–380. https://doi.org/10.29303/jppipa.v7i3.714
Laili, H. (2016). Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika. PYTHAGORAS: Jurnal Pendidikan Matematika, 11(1), 25. https://doi.org/10.21831/pg.v11i1.9679
Lotulung, C. F., Ibrahim, N., & Tumurang, H. (2018). Effectiveness of Learning Method Contextual Teaching Learning (CTL) for Increasing Learning Outcomes of Entrepreneurship Education. Turkish Online Journal of Educational Technology - TOJET, 17(3), 37–46. Retrieved from https://files.eric.ed.gov/fulltext/EJ1184198
Mariya, M. (2019). Keefektifan Model Problem Based Learning untuk Meningkatkan Hasil Belajar IPA. JURNAL PAJAR (Pendidikan Dan Pengajaran), 3(6), 1247. https://doi.org/10.33578/pjr.v3i6.7883
Mazidah, N. R., & Sartika, S. B. (2023). Pengaruh Pendekatan Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Kognitif pada Mata Pelajaran IPA Kelas V di SDN Grabagan. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 5(1), 9–16. Retrieved from https://doi.org/10.36232/jurnalpendidikandasar.v5i1.3192
Miftachudin, M. (2020). Efektivitas Ctl Dalam Pembelajaran Ipa Untuk Meningkatkan Hasil Belajar Siswa Kelas V Sekolah Dasar. JISPE: Journal of Islamic Primary Education, 1(1), 29–36. https://doi.org/10.51875/jispe.v1i1.14
Muhartini, M. A., & Bakar, A. (2023). Pembelajaran Kontekstual dan Pembelajaran Problem Based Learning. Lencana: Jurnal Inovasi Ilmu Pendidikan, 1(1), 66–77. https://doi.org/10.55606/lencana.v1i1.881
Nisa, I., & Ardani, A. (2023). Efektivitas Model Pembelajaran Contextual Teaching and Learning (CTL) Berbasis Outdoor Learning System Berbantuan Media Benda Konkret Terhadap Hasil Belajar. Jurnal Dialektika, 13(1), 10146–10157. https://doi.org/10.58436/jdpgsd.v13i1.1410
Nisa, S. C., & Masriyah. (2019). Penerapan Model Pembelajaran Problem Based Learning (PBL) Dengan Pendekatan Kontekstual Dalam Menyelesaikan Masalah Matematika. MATHEdunesa. Jurnal Ilmiah Pendidikan Matematika, 8(2), 428–435. https://doi.org/10.26740/mathedunesa.v8n2.p428-435
Novferma, N. (2016). Analisis kesulitan dan self-efficacy siswa SMP dalam pemecahan masalah matematika berbentuk soal cerita. Jurnal Riset Pendidikan Matematika, 3(1), 76–87. https://doi.org/10.21831/jrpm.v3i1.10403
Sari, A. K., Handini, O., & Sarafuddin. (2023). Pengaruh Model Pembelajaran Problem Based Learning Berbasis HOTS Pada Pembelajaran IPAS Kelas IV di SD Negeri 02 Gawanan Tahun Pelajaran 2022 / 2023. Journal on Education, 06(01), 809–823. Retrieved from https://jonedu.org/index.php/joe/article/view/2995
Shoimin, A. (2014). 68 Model Pembelajaran Inovatif Dalam Kurikulum 2013. Ar-Ruzz Media.
Suherman, E. (2014). Strategi Pembelajaran Matematika Kontemporer. PT Remaja Rosdaka.
Sulfemi, W. B. (2019). Model Pembelajaran Contextual Teaching And Learning (CTL) Berbantu Media Miniatur Lingkungan Untuk Meningkatkan Hasil Belajar IPS. Edunomic Jurnal Pendidikan Ekonomi, 7(2), 73. https://doi.org/10.33603/ejpe.v7i2.1970
Welerubun, R. C., Wambrauw, H. L., Jeni, J., Wolo, D., & Damopolii, I. (2022). Contextual Teaching and Learning in Learning Environmental Pollution: the Effect on Student Learning Outcomes. Prima Magistra: Jurnal Ilmiah Kependidikan, 3(1), 106–115. https://doi.org/10.37478/jpm.v3i1.1487
Wijayanti, A., & Wulandari, T. (2016). Efektivitas Model CTL dan Model PBL Terhadap Hasil Belajar IPS. Harmoni Sosial: Jurnal Pendidikan IPS, 3(2), 112–124. https://doi.org/10.21831/hsjpi.v3i2.7908
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
Yunus, N., Popoi, I., Ardiansyah, A., Moonti, U., & Maruwae, A. (2022). Pengaruh Penerapan Model Pembelajaran Contextual Teaching and Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS Terpadu Kelas VII MTs Negeri 1 Kota Gorontalo. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(2), 1479. https://doi.org/10.37905/aksara.8.2.1479-1490.2022
Author Biographies
Achmad Samsudin, Universitas Terbuka, Semarang
Tri Joko Raharjo, Universitas Terbuka, Semarang
Widiasih, Universitas Terbuka, Tangerang Selatan
License
Copyright (c) 2023 Achmad Samsudin, Tri Joko Raharjo, Widiasih
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
