Chapter 1 ppt

The learning process is a determinant of the quality of education, therefore the learning

process must be strived to occur as expected. In learning, students do not use their understanding

and academic skills in solving problems or understanding the concept of learning that is

simulative or real. This is a situation that does not support the quality learning process.

Therefore, it is necessary to overcome this problem. As a teacher, it should create a fun and

effective atmosphere for students. Various efforts can be made by the teacher so that students

focus on understanding the concept of learning,

A. Formulation of the problem

Based on the background that has been stated above, the formulation of the problem in

this study is "Is there an effect of the Contextual Teaching and Learning learning model on the

ability to understand the concept of natural science concepts in human breathing apparatus in

junior high school students?"

B. Research purposes

Based on the above problems, the purpose of this study is "To determine the effect of the

Contextual Teaching and Learning learning model on the ability to understand the science

concept of human breathing apparatus material for junior high school students".

C. Benefits of Research

1. For students

This research is expected to help improve students' understanding of the concept of

learning in a less effective learning process.

2. For teachers

Teachers are expected to gain experience and can be used as a reference in the learning

process in order to improve learning activities with a new learning model so that students are

excited about learning.

chapter 2

A. Theoritical review

1. Learning model

a. Understanding the learning model

Definition of Learning Models, Strategies and Methods known in teaching and learning

activities: discussing, learning models, learning strategies, learning methods, learning techniques,

teaching skills. The learning model that is designed as a conceptual consists of a systematic

procedure pattern that is developed based on theory and is used in organizing the teaching and

learning process to achieve learning objectives.

2. Contextual learning model (CTL)

Elaine B. Johnson (History, 2008) says contextual learning is a system that stimulates the

brain to compose patterns that embody meaning. Furthermore, Elaine said that contextual

learning is a learning system that is compatible with the brain that produces meaning by

connecting academic content with the context of students' daily lives. So, contextual learning is

an attempt to make students active in pumping their own abilities without losing in terms of

benefits, because students try to learn concepts as well as apply and relate them to the real world.

a. Basic Concepts of Contextual Learning Contextual learning (contextual teaching and

learning)
It is a learning concept that can help teachers link the material they teach with students' real-

world situations and encourage them to make connections between their knowledge and its

application in their lives as family and community members (Nurhadi, 2002).

b. Contextual Learning Components Contextual learning components

(1) establishing contributing relationships (making meaningful connections); (2) doing

meaningful work (doing significant work); (3) carry out a self-regulating learning process (self-

study); (4) organizing collaboration; (5) critical and creative thinking (critical and creative

thinking); (6) provide individual services (maintain individuals); (7) strive to achieve high

standards (achieve high standards); and (8) using authentic assessment (using authentic

assessment). (Johnson B. Elaine, 2002)

c. Principles of CTL Contextual Learning

As a model, its implementation requires learning planning that reflects the concepts and

principles of CTL. Each learning model, apart from having an element of similarity, also has

certain differences. This is because each model has certain unique characteristics, which of

course have implications for certain differences in making designs (scenarios) tailored to the

model to be applied.

There are seven principles of contextual learning that must be developed by the teacher,

namely:

1. Constructivism (Constructivism)

2. Find (Inquiry)

3. Asking (Questioning)

4. Learning Community (Learning Community)

5. Modeling (Modeling)

6. Reflection

7. Authentic Assessment

d. Contextual Learning Scenarios

1. Developing students' thinking to carry out more meaningful learning activities, whether by

working alone, discovering themselves, and constructing their own new knowledge and skills

that they must have.

2. Carry out the inquiry activity as far as possible for all the topics taught.

3. Develops students' curiosity through raising questions.

4. Creating a learning society, such as through group discussion activities, questions and

answers, and so on.

5. Presenting a model as an example of learning, through illustrations, models, and even actual

media.

3. Concept Understanding

a. Understanding the conceptual understanding

Understanding concepts is a very important aspect of learning, because by understanding

concepts students can develop their abilities in any subject matter. Comprehension is one of the

levels in Bloom's Taxonomy which is defined as the ability to understand material.

b. Concept understanding indicator

The indicators of understanding the concept of learning science used in this study refer to

the indicators stated by the Dirjen Dikdasmen regulation No 506 / C / Kep / PP / 2004, namely:
1) Restate a concept

2) Classify objects according to certain properties

3) Provide examples or non examples of concepts

4) Presenting concepts in various forms of representation of science learning

5) Developing the necessary terms and conditions is sufficient a concept

6) Using, utilizing, and selecting specific procedures or operations

Apply problem-solving concepts

c. Factors affecting conceptual understanding

d. Factors that exist in the organism itself which we call individual factors, which include

individual factors include maturity or growth, training intelligence, motivation and

personal factors.

e. Factors that exist outside of the individual we call social factors, which include these

social factors include family or household conditions, teachers and their teaching

methods, tools used in learning, the environment and opportunities available and social

motivation.

f. Concept understanding component

a. Translation, namely the ability to change certain symbols into other symbols without

changing meaning. Symbols in the form of words (verbal) are converted into pictures or

charts or graphs.

b. Interpretation, namely the ability to explain the meaning contained in symbols, both

verbal and nonverbal symbols. In this ability, a person can interpret a concept or principle

if he can explain in detail the meaning or concept or principle, or can compare, contrast,

or contrast it with something else.

 c. Extrapolation, namely the ability to see the trend or direction or continuation of a finding.

d. Science Concept Regarding Respiratory Organs in Humans

The concept of respiratory organs in humans is in class V semester 1 as for the standard

of competence regarding identifying the functions of human and animal organs with basic

competences is to identify the function of human respiratory organs, identify the function

of animal respiratory organs such as fish and earthworms, identify the function of human

digestive organs and relationships with food and health, identify human circulatory

organs and identify disorders of human circulatory organs.

B. Framework of Mind

The ability to understand concepts is a prerequisite for achieving science learning goals.

The ability to understand the concept of science is the ability to think about something and can

see it from several aspects. The thinking skills include the ability to distinguish, explain, predict,

interpret, provide examples, relate, and demonstrate.

C. Research Hypothesis

Based on the theoretical study discussed above, the researcher concludes the following

hypothesis:

a) Ha: There is an effect of the contextual teaching and learning (CTL) learning model on

increasing the understanding of the concept of learning science in the subject of human

digestion in students at SMPN 1 Sungguminasa.

b) Ho: There is no influence of the contextual teaching and learning (CTL) learning model to

increase the understanding of the concept of learning science on the subject of human

digestion in students at SMPN 1 Sungguminasa.

 The test criteria, if Fcount> Ftable at a significant level of 5%, then Ha rejected, whereas

if Fcount ≤ Ftable, then H0 received.

CHAPTER III

RESEARCH METHODS

The type of research used is experimental research. So this experimental research is useful

to determine whether or not the influence of the variables that has been selected is used as

research.The form of research used is quantitative research, quantitative research is a process of

finding knowledge that uses data in the form of numbers as a means of finding information about

what we want to know. The type of experimental research used is Quasi Experiment, where not

all variables are fully controlled.

A. Place and time of research

1. Place of research

The location or place of this research is SMPN 1 Sungguminasa, on Jalan Habibu Kulle

No.25, Sungguminasa, Somba Opu District, Gowa Regency.

2. Research time

This research is limited to science subjects at SMPN 1 Sungguminasa even semester of the

2018/2019 academic year which starts on 9-11 February 2019, with class VIII 1 as the

experimental class and class VIII 2 as the control class.

B. Research design

The research design used in this study is The Nonequivalent Post-Test Only Control Group

Design. This design was carried out to see the difference in the results of the ability to

understand concepts between the experimental class as the treated class and the control class as

the untreated class. To make it easier to understand, consider the following table:

Table 3.1. Research Design Design

Class Pretest Treatment Posttest
Experiment O1 X1 O2
Control O3 X2 O4

Information:

O1: The experimental class pretest

O2: The final understanding test (posttest) of the experimental class

O3: The control class pretest

O4: The final comprehension test (posttest) of the control class

X1: Treatment of Contextual Teaching and learning models

Learning (CTL)

X2: Without treatment

C. Population and Research Sample

1. Population

Population is a generalization area consisting of objects or subjects that become certain

quantities and characteristics set by researchers to study and draw conclusions (Sigiono, 2015, p.

118). Based on the definition of population that has been mentioned above, it can be said that the

population in this study is all students of class VIII SMPN 1 Sungguminasa even semester of the

2018/2019 academic year.

2. Research Samples

The sample is part of the population that is the object / subject of research. If the

population is large and the researcher is not possible to examine everything in that population.

What is examined from the sample the conclusion can be applied in general, for that the sample

taken from the population must truly represent the population. So, the sample in this study were

students of class VIII-1 and VIII-2.

D. Operational Definition of Variables

1. Contextual Teaching and Learning (CTL) learning model is a learning concept that helps

teachers connect the subject matter they teach with students' real-world situations and

encourages students to make connections between their knowledge and its application in

their daily lives.

2. The ability to understand the concept of learning science is the ability to think about

something and can see it from several aspects. The thinking skills include the ability to

distinguish, explain, predict, interpret, provide examples, relate, and demonstrate.

3. Research procedure

In general, the research procedure can be divided into three parts, including:

1. Preparation phase

At the preparation stage the following steps are carried out:

a. Establish a research schedule

b. Manage research permits

c. Determine the sample

d. Prepare learning tools, namely the Learning Implementation Plan (RPP) and Activity

Sheets (LK)

e. Prepare and compile data collection instruments, namely the final test of concept

comprehension skills, concept comprehension test questions, and concept comprehension

test answer keys.

f. Before being tested on the sample, the instrument was tested to find out the validity,

reliability, discriminating power, and difficulty level of the questions. The final test

questions which contain questions on the ability to understand concepts, the researcher

tries it out at the school where the researcher conducts research, namely class VIII-1

g. Arrange for the formation of groups.

2. Implementation Stage

Table 3.2. Syntax for the Application of the CTL Learning Model in the Experiment
Class

Experimental Class Activities with Contextual Teaching

Phase
and Learning Learning Models
• The teacher conveys the learning objectives.
• The teacher delivers learning materials with varied
lectures.
• The teacher engages students to think and construct
1. Leading to their knowledge, where the teacher relates the learning
material to the context of everyday problems regarding
constructivism
fractions as a comparison and scale in the student
environment.
• Students can find connections between new ideas and
what students already know through questions posed by
the teacher.
The teacher invites students to be involved in learning by
giving assignments to find inquiry about the material to be
taught.
2. Creating inquiry
• The teacher gives problems in the form of questions to
learning
be solved classically.
• Each student solves the problem given individually by
inquiry, in which there is a process of observing the
 material previously given by the teacher, asking the
teacher about the difficulties faced, proposing a
provisional guess by writing in order of problem
solving steps, collecting data with write down how to
work in accordance with the formula, and the last is to
conclude the answer.
The teacher asks questions to students to explore the extent
to which students 'knowledge of learning topics, and to
develop students' curiosity.
3. Directing the
• The teacher asks questions about the meaning of
asking questions
comparisons and scales, the usefulness of calculating
made by students.
comparisons and scales, and problems related to
comparisons and scales in everyday life.

The teacher forms students into groups so that there is a

learning community process that can work together in
completing assignments.
• The teacher divides the class into groups consisting of
4-5 children in each group.
4. Organizing • The teacher conveys the duties and roles of each
students in learning member in each group.
community groups. • The teacher distributes student worksheets to each
group.
• The teacher guides the implementation of the
discussion.
• Students make presentations on the results of the
discussion.
The teacher presents a model in the form of teaching aids
and examples of doing something in the learning process so
that students understand more about the material being
5. The teacher taught.
presents a model in • The teacher uses teaching aids in the implementation of
learning. learning, both in delivering the initial material and when
students have group discussions.
• The teacher provides examples of problem solving
related to comparison and scale.
The teacher reflects through questions and answers with
students about the learning process.
• The teacher asks the students if there are still things that
6. Reflect on learning. are not known.
• The teacher questions and answers with students about
the impressions and messages that can be taken in
learning.
The teacher makes authentic assessments for both the
learning process and learning outcomes.
7. Conduct a thorough
• Process assessment is carried out by the teacher when
/ authentic
students conduct group discussions and presentations.
assessment
• Assessment of learning outcomes is carried out by the
teacher using a written test.
 Table 3.3. Syntax for the Application of Direct Learning Model in Control Class
Phase Control Class Activities with Direct Learning Model
1. Convey goals and Explain TPK, lesson background information, the
prepare students importance of lessons, and prepare students to learn
2. Demonstrating Demonstrating correct skills, or presenting information
knowledge or skills step by step
3. Guiding training Plan and provide initial guidance
4. Check understanding
Checks whether students have done a good job, giving
and provide
feedback
feedback
5. Provides
Prepare for opportunities for advanced training, with
opportunities for
special attention to application to more complex
advanced training
situations in everyday life.
and application

3. Completion Stage

At this completion stage the researcher will do the following:

a. The researcher gave a final test in the form of a test of the ability to understand the same

concept in the experimental class and the control class after the subject matter being

studied was completed.

b. Analyze the final test obtained from the experimental class and the control class.

c. Create reports based on the results of data collection.

d. Draw conclusions from the results obtained in accordance with the data analysis used.

E. Data collection technique

The techniques used in collecting data in this study consisted of:

1. Test

The data that will be collected in this research is data about students' ability to understand

mathematical concepts. The data collection technique is to use a final test given to students

which consists of the ability to understand the concept of learning science.

 The test as a data collection instrument is a series of questions or exercises used to measure

the knowledge, intelligence, abilities or talents possessed by an individual or group (Riduwan,

2011, p. 142). The test will be given in the form of an essay and given at the end of the study.

F. Research Instruments

The research instruments used in this study are as follows:

1. Learning Instruments

a. Learning Implementation Plan (RPP)

b. Student Worksheet (LKPD)

2. Data Collection Instruments

The instrument used in this study was a test. The test conducted in this study was a posttest

which was conducted to test the ability to understand the concept of learning science.

a. Science Learning Concept Understanding Test

A good instrument must meet two requirements, namely valid and reliable. The test is given in

the form of essay items to measure students' understanding of the concept of learning science.

The description of the concept to become item items takes into account the domains of

knowledge or memory (A1), understanding (A2), and application (A3).

Table 3.4. The Science Learning Concept Understanding Test Grid Instrument
Cognitive Aspects Problem
No. Indicator
A1 A2 A3 Used
Identifying the
1 respiratory apparatus 1,3,4,5 4
in humans
Explain the function
2 of the human 2,7 *, 11 16 13 5
respiratory apparatus
3 Describe the 6.9 2
 respiratory process in
humans
Explain things that
4 irritate the human 10,15,17 18.20 5
respiratory system
Explain how to
prevent diseases of
5 19 1
the human respiratory
system
Making a model of
6 the respiratory system 8,12 14 3
in humans
13 5 2 20
Note: A1: Remember
A2: Mamahami
A3: Apply

The scoring criteria for concept understanding questions are presented as shown in the

following table:

Table 3.5. Guidelines for Scoring for Science Learning Concept Understanding Tests
Student Response / Answers Score
No answer 0
There is an answer, but the answer is wrong 1
Correct answer, but incomplete explanation 2
Correct and complete answer 3

1) Test the validation of the questions

The validity test of the student learning outcomes instrument used in this study is the

content validity test and the construct validity test, which are as follows:

a) Content validation test

Validity shows the extent to which a measuring instrument measures what you want to

measure. It can be concluded that the validity test is a test that is carried out and that will be

measured so that it can show the extent to which a measuring instrument measures what you

want to measure so that it has high or low validity. Researchers used 2 validators from science

teachers and 1 from science education lecturers.

b) Construct validity

A test is said to be valid if the scores on the test item concerned have a correspondence or

alignment in direction with the total score, or in statistical language, namely there is a significant

positive correlation between the score of each test item and the total score (Ibid, p. 184).

Table 3.6. Interpretation of Correlation Index "r" Produsct Moment

The amount of "r" Product moment
Interpretation
P (rxy)
rxy <0.30 Invalid
rxy ≥ 0.30 Valid

1. Pre-requisite Test

a. Normality test

The normality test aims to see whether the sample data is normally distributed or not. The

statistics used in this normality test are the chi-square test as follows:

Determine the x2 table with dk = k - 1 and a significant level of 5% decision rule:

If x2count> x2table then the data is not normally distributed

If x2 count ≤ x2tabel then the data is normally distributed

b. Homogeneity test of variance

The normality test aims to see whether the sample data is normally distributed or not. The

statistics used in this normality test are the chi-square test as follows:

This variance homogeneity test aims to see whether the two data have homogeneous

variances or not. The homogeneity test to be used in this research is the F test (Riduan, h, 120),

namely:

If fcount> ftable means not homogeneous

If fcount ≤ ftabel means homogeneous.

2. Hypothesis testing

The normality test aims to see whether the sample data is normally distributed or not. The

statistics used in this normality test are the chi-square test as follows:

After knowing that the data is homogeneous and normally distributed through homogeneity

and normality tests, the next step is to test the hypothesis. The hypothesis test used in this

research is the t-test technique. The t-test technique (also known as the t-test, t-score, t-ratio, t-

technique, student-t) is a statistical technique used to test the significance of the difference

between the two means from two distributions (Winarsunu, 2015, h, 75).

The hypotheses in this study are as follows:

a) Ha: There is an effect of the contextual teaching and learning (CTL) learning model on

students' understanding of science learning concepts at SMPN 1 Sungguminasa.

b) Ho: There is no effect of contextual teaching and learning (CTL) learning model on students'

understanding of science learning concepts at SMPN 1 Sungguminasa.

The test criteria, if Fcount> Ftable at the 5% significant level, then Ha rejected, whereas if

Fcount ≤ Ftable, then H0 received.