Improving Science and Science Learning Outcomes Through the Contextual Teaching and Learning (CTL) Approach

Authors

  • Rizki Mega Ameylia STKIP Kusuma Negara
  • Sarah Wulan STKIP Kusuma Negara
  • ginalita ratnayanti STKIP Kusuma Negara

Keywords:

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

Abstract

This research was motivated by the low learning outcomes in science and science subjects. This was discovered during the researcher's interview with the class teacher, that of the 28 students. IPAS because there are still scores below the learning objective achievement criteria (KKTP), namely 70. The causal factors seen in the field are that many learning outcomes do not reach the KKTP because students actively talk with their friends and also carry out their own activities such as playing with stationery, scribbling on paper. This research approach is Classroom Action Research (PTK) which follows the Kemmis and Taggart model. This research covers two cycles where each cycle includes four stages, namely planning, acting, observing and reflecting.  while data was collected through tests, interviews and observations. The results of the research showed that there was a significant increase in science learning outcomes for class IV students at SDS Taman Harapan, North Jakarta. This is proven by the average results of the science test each cycle increasing, namely in the first cycle of students who achieved KKTP 70 as many as 11 students (39%), in the second cycle it increased to 23 students (82%) and the results of the interviews concluded that learning science through the Contextual Teaching and Learning (CTL) approach is fun for students. This research concludes that learning using the Contextual Teaching and Learning (CTL) approach can improve science learning outcomes for class IV students at SDS Taman Harapan, North Jakarta, Tanjung Priok District.

Downloads

Published

30-01-2024

Issue

Section

Original research