Application of Contextual Teaching and Learning (CTL) Learning Strategies on Metacognitive Ability and Leaarning Outcomes in Immune System Materials

Authors

Maulinda Yani , Safrida Safrida , Muhibuddin Muhibuddin

DOI:

10.29303/jppipa.v7i4.765

Published:

2021-10-03

Issue:

Vol. 7 No. 4 (2021): October

Keywords:

Contextual Teaching and Learning (CTL), Metacognitive, Learning Outcomes

Research Articles

Downloads

How to Cite

Yani, M., Safrida, S., & Muhibuddin, M. (2021). Application of Contextual Teaching and Learning (CTL) Learning Strategies on Metacognitive Ability and Leaarning Outcomes in Immune System Materials. Jurnal Penelitian Pendidikan IPA, 7(4), 576–581. https://doi.org/10.29303/jppipa.v7i4.765

Downloads

Download data is not yet available.

Abstract

This study aims to determine the differences in metacognitive abilities and student learning outcomes after applying Contextual Teaching and Learning (CTL) learning strategies in the experimental class and the control class on the material of the immune system. The research method used is an experimental method with a pretest-posttest control group research design. The research subjects were 125 students at SMAN 2 Lhokseumawe. The parameters measured were metacognitive ability using a questionnaire and learning outcomes using the multiple-choice type test objective. Data was collected through pretest and posttest on metacognitive abilities, and learning outcomes were analyzed by parametric statistical tests using independent sample t-test. The metacognitive t-test on the score strongly agrees with the students in the experimental class and the control class, namely tcount (6.14) > ttable (1.65) significantly different. Metacognitive t-test on scores quite agrees with students in the experimental class and control class, namely tcount (0.61) < ttable (1.65) not significantly different. The metacognitive t-test on the score slightly agrees with the students in the experimental class and the control class, namely tcount (10.07) > ttable (1.65) significantly different. The metacognitive t-test on the students' disagreeing scores in the experimental class and control class, namely tcount (14.40) > ttable (1.65), was significantly different. The results showed differences in the application of CTL learning strategies to metacognitive abilities and learning outcomes between the experimental and control classes. It can be concluded that there are differences in metacognitive abilities and learning outcomes between the experimental class and the control class after the application of the CTL learning strategy to students at SMAN 2 Lhokseumawe on the subject of the immune system

References

Chi, M. & Kurt, V. L. (2010). Meta-Cognitive Strategi Instruction in Intellegent Tutoring Sistem: How, When, and Why. Journal Educational tchnology & Sociaty. 13(1): 25-39.

Handini, D., Gusrayani, D., & Panjaitan, R. (2016). Penerapan Model Contextual Teaching and Learning Meningkatkan Hasil Belajar Siswa Kelas IV Pada Materi Gaya. Jurnal Pena Ilmiah, 1(1), 451-460. doi:https://doi.org/10.23819/pi.v1i1.2974

Johnson, B. E. (2014). Contextual Teaching and Learning. Bandung: Kaifa.

Kasmawati, K., Latuconsina, N. K., & Abrar, A. I. P. (2017). Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar. Jurnal Pendidikan Olahraga Dan Kesehatan, 5(2), 70–75. Retrieved from: http://journal.uin-alauddin.ac.id/.../3482/3911. [Indonesian]

Komalasari, K. (2010). Pembelajaran Kontekstual (Konsep dan Aplikasi). Bandung: Refika Aditama. [Indonesian]

Muhajir, S., & Rohaeti, E. (2015). Perbedaan Penerapan Model Pembelajaran STS dan CTL terhadap Literasi Sains dan Prestasi Belajar IPA. Jurnal Pendidikan Matematika dan Sains, 3(2), 143-155. doi:https://doi.org/10.21831/jpms.v6i2.10946 [Indonesian]

Munir & Nur, R. H. (2018). The Development of English Learning Model Based on Contextual Teaching and Learning (CTL) In Junior High Schools. International Journal of Language Education. 2(1), 31-39. doi:https://doi.org/10.26858/ijole.v2i1.4326

Musriliani, C., Marwan & Iriantoansari, B. (2015). Pengaruh Pembelajaran Contextual teaching learning (CTL) Terhadap Kemampuan Koneksi Metamatis Siswa SMP Ditinjau dari Gender. Jurnal Didaktik Matematika. 2(2). doi: https://doi.org/10.24815/jp.v6i2.12727 [Indonesian]

Nawas, A. (2018). Contextual Teaching and Learning (CTL) Approach through REACT Strategies on Improving the Students’ Critical Thinking in Writing. International Journal of Applied Management Science, 4, 46–49.

Novitasari & Ninit. (2015). Kontribusi Motivasi Terhadap Kemampuan Metakognitif Mahasiswa Departemen Pendidikan Geografi FPIPS UPI. Skripsi: Bandung, Universitas Pendidikan Indonesia. [Indonesian]

Pramono. (2017). Aktivitas Metakognitif Siswa SMP dalam Pemecahan Masalah Matematika Berdasarkan Kemampuan Matematika. Jurnal Matematika Kreatif-Inovatif. 8(2): 125-133. doi: https://doi.org/10.15294/kreano.v8i2.6703 [Indonesian]

Pujiank, S., Jamaluddin. & Hadiprayitno, G. (2016). Kemampuan Metakognisi Mahasiswa Program Studi Pendidikan Biologi Fkip Universitas Mataram. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan. 1(10): 54-64. doi: http://dx.doi.org/10.17977/jp.v1i10.7413 [Indonesian]

Saputra, N. N. & Andriyani, R. (2018). Analisis Kemampuan Metakognitif Siswa SMA dalam Proses Pemecahan Masalah. Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro. 7(3): 132-144. doi: http://dx.doi.org/10.24127/ajpm.v7i3.1403 [Indonesian]

Schneider, W. (2010). Metacognition, strategy use, & instruction. New York, NY: the Guilford Press.

Septiana, K., Andreas, P. B. P. & Wulan, C. (2013). Jurnal Belajar Strategi Metakognitif Pada Pembelajaran Sistem Imunitas. Unnes Journal of Biology Education. 2(1): 57-62. doi: https://doi.org/10.15294/jbe.v2i1.2608 [Indonesian]

Servitri, O. M. (2017). Pembelajaran Multimedia IPA dengan Model Contextual Teaching and Learning Untuk Meningkatkan Hasil Belajar Siswa. Mimbar Sekolah Dasar, 4(1), 1-8. doi: https://doi.org/10.53400/mimbar-sd.v4i1.6157. [Indonesian]

Suprijono, A. (2013). Cooperative Learning: Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar. [Indonesian]

Thayeb, T. & Putri, A. P. (2017). Kemampuan Metakognisi untuk Meningkatkan Keterampilan Pemecahan Masalah Matematika Siswa Kelas VIII B MTS Madani Alauddin Paopao Kabupaten Gowa. MaPan: Jurnal Matematika dan Pembelajaran. 5(1): 26-32. doi: https://doi.org/10.24252/mapan.2017v5n1a1 [Indonesian]

Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana. [Indonesian]

Woolfolk & Anita. (2009). Educational Psychology: Active Learning Edisi Kesepuluh Bagian Kedua. Yogyakarta: Pustaka Pelajar. [Indonesian]

Yursal., Muhibbuddin., & Samingan. (2016). Pengaruh Penerapan Pembelajaran Peer Mediated Instruction and Intervention (PMII) Tipe Class-Wide Peer Tutoring (CWPT) Terhadap Peningkatan Kesadaran Metakognitif pada Konsep Ekosistem di SMA Negeri 1 Paya Bakong. Jurnal EduBio Tropika. 4(2): 13-25. Retrieved from: http://jurnal.unsyiah.ac.id/JET/article/view/7132 [Indonesian]

Author Biographies

Maulinda Yani, Universitas Syiah Kuala

Safrida Safrida, Biology Education, Faculty of Teacher Training, Syiah Kuala University, Banda Aceh

Muhibuddin Muhibuddin, Biology Education, Faculty of Teacher Training, Syiah Kuala University, Banda Aceh

License

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. 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.
  2. 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.
  3. 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).