Available online at www.sciencedirect.

com

Procedia Social and Behavioral Sciences 9 (2010) 1717–1721

WCLTA 2010

The effectiveness of RANGKA contextual teaching and learning on

students’ problem solving skills and scientific attitude

Evi Suryawatia , Kamisah Osmanb *, T.Subahan Mohd Meerahc

1

a,
Faculty of Teacher Training and Education, Riau University Indonesia
b,c
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

Abstract
This study is designed specifically to measure the effectiveness of contextual teaching and learning of Biology on the students’
problem solving skills, and scientific attitude among secondary school students in Pekanbaru, Riau Indonesia. This quasi
experiment involved some 215 form VII students from three government schools, segregated based on their existing cognitive
abilities; viz. high, moderate and low. Data garnered from the experimental study were described by means of descriptive
analysis, followed by subsequent inferential analysis involving a series of t-tests, ANOVA and MANOVA analyses. In this
study, contextual learning module was developed by applying RANGKA strategy which mainly involved Rumuskan
(conclude), Amati (observe), Nyatakan (state), Gabungkan (Combine), Komunikasi (communicate) and Amalkan (implement)
covering the topic on Organism Diversity. The effects on students’ problem solving skills and scientific attitude were measured
by means of tests and observation. Overall, the findings revealed that there are significant differences across the experimental
groups and students’ ability in terms of their problem solving skills. However, there is no significant difference in terms of their
scientific skills. Such pattern of findings provides empirical evidence which signifies the usefulness of contextual approach in
the teaching and learning of Biology.
© 2010 Elsevier Ltd. Open access under CC BY-NC-ND license.

Keywords: Contextual teaching and learning, problem solving skills, scientific attitude

1. Introduction

Science is really required in our daily life to provide human needs through problem solving and inquiry based
activities. The application of science needs to be done wisely in order to keep and conserve the environment. At the
secondary school level in Indonesia, hopefully there will be involvement of science, environment, technology, and
society in the learning experience in order to build and create work based on science principles and scientific
competition prudently, as stated by the Indonesian National Education Department.
The learning of science should give the student the opportunity to collect data and make decisions related to their
daily life. Science will be difficult to be learned if it does not meet the student’s level of intellectual and
characteristic development. Thus, according to the curriculum based on competency, science learning not only
focuses on student’s cognitive development but also the development of student’s problem solving skills and
scientific attitude. One approach that can be used is contextual approach whose philosophy is based on

*Kamisah OsmanTel.:+6 019 3770379; fax:+6 03 89254372

E-mail address:[email protected]
.

1877-0428 © 2010 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
doi:10.1016/j.sbspro.2010.12.389
1718 Evi Suryawati et al. / Procedia Social and Behavioral Sciences 9 (2010) 1717–1721

constructivism. Contextual teaching and learning is a learning concept that helps teacher connect the learning
material to the real condition of the student and encourage students to use their own knowledge in their daily life.
This method will help students to be a more independent and natural learners in their effort to develop their
knowledge (Johnson 2002).
The main factor of learning science is that student learns through inquiry process so that they can study in good
spirit and comfortable conditions (Zemelman, 1998). Students will learn from what they have done and get
experience from it (Schelecty, 1997). Here, the teacher’s main role is as a facilitator, to widen student’s point of
view and make the material easily understood (Parnell, 1995). Contextual learning in Indonesia stands on 7
principles. They are constructivism, inquiry, questioning, learning community, modelling, reflection, and authentic
assessment. According to Crawford (2001), contextual learning can be used with 5 strategies - relating,
experiencing, applying, collaborating, and transferring.
Biology is one of the science subjects that students should take at the secondary school. It needs optimal student
participation in learning Biology. To get maximum results, the teacher should observe and recognize the learning
process as life science should be developed through hands-on and minds-on activities (Ibrahim, 2004).
However, there are still problems regarding the application of contextual teaching and learning, such as the
availability of subject material, school conditions, learning access, student achievement, and teacher’s capability that
is still considered low. Some schools have applied contextual learning but in reality, teachers still use conventional
learning system. Since teachers do not completely use the system that has been planned for them, students tend to
think that science is a subject that is learned through memorization.
Based on this fact, the writer wishes to discuss more on the effectiveness of contextual teaching and learning of
Biology on the students’ problem solving skills and scientific attitude among secondary school students in
Pekanbaru.

2. Methodology
This quasi experiment (Cook & Campbell, 1979) was conducted at three secondary schools in Pekanbaru, Riau
Province, Indonesia from February to April 2008. There were 110 students who participated in the contextual
learning study and 105 for conventional learning. Its main goal is to analyze the students’ problem solving skills and
scientific attitude based on Competency Standard of Organism Diversity, by applying contextual strategy which has
been adopted from REACT (Crawford, 2001). This strategy, called RANGKA, is the acronym for Rumuskan
(Conclude), Amati (Observe), Nyatakan (state), Gabungkan (Combine), Komunikasi (Communicate) and Amalkan
(Implement). The instructor uses this term because it is easy to remember. It is expected that this can help and
contribute to the learning of science, mainly Biology to get maximum results. This experiment consists of two steps.
The first stage includes planning, forming and developing contextual learning material. The second stage involves
implementation and the activity of contextual learning at the related school. Each learning group goes through 6
steps (Diagram 1). The first step is to analyze the problem (Conclude). Second, observe the object and begin
learning activity (Observe and Act). Next, stating the result of observation and activity on paper (State). The fourth
step is to share the information in a group or seminar (Combine). Then one of the group members reports on the
problem solving stage (Communicate). The last step is to implement the result of learning. The students’ problem
solving skills are measured by means of tests and observations while scientific attitude is measured through an
interview. The data garnered from the experimental study were then described by means of descriptive analysis,
followed by subsequent inferential analysis involving a series of tests, ANOVA and MANOVA analyses.

3. Results and Discussion

3.1 Problem Solving Skills

In this study, problem solving skills consist of 5 aspects - problem identification, data collection, problem
solving planning, strategy application, and problem evaluation. The results of contextual teaching and learning are
described in Tables 1 and 2.
Problem solving is really required in the learning process as when faced with a problem, students tend to use
their mind creatively and intensively. The first step requires students in groups to try to recognize and analyze the
problem in order to know how it works and what cognitive strategy they plan to use effectively. So in each activity,
student will be asked to know the problem first, analyze it and then work in groups to find the right solution to the
problem.
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Shayer and Adey (2002) mentioned that a test is important in advancing student’s ability in order to evaluate
their own strategy. The strategy used in the RANGKA program is related to Crawford statement, that is student can
get experience by doing activity and working in projects. In groups, students learn by observing and processing the
result of their observation. There are two kinds of data processing; active processing and reflective processing.
Active processing requires students to take a part and do the experiment directly, while in reflective processing,
students only observe the experiment, and then give a thought related to the experiment creatively and critically.
When students find the relationship between their knowledge and the real problem they will feel the usefulness.
It also improves their knowledge (cognitive) and skills (psychomotor). Learning experience, good attitude, skills and
knowledge is a complete combination in order to solve a problem. According to Bransford (1999), a good problem
solving activity should start by introducing the key concept of curriculum. Phillips and Germann (2002) said that
working in groups help student to be rational and respect the different opinions, try to find the right alternative and
be more sensitive.
Analysis of qualitative data of some observations shows that by having meetings, group members try to interact
and support their colleague in order to get the resolution of the problem. The leader of every group understands each
other and every member cooperates to complete the task. Before processing the task, the students select and
determine the title. If they face a problem they discuss it with the leader of another group. Every leader patiently
deals with any problem that may occur along the way and is responsible for assigning tasks to all members. All the
students work hard to finish their task. They prepare and arrange the steps orderly and logically so that they can do
the activities systematically in order to arrive at a right conclusion.
Table 1. Problem solving skill scores for both learning groups

LEARNING Problem Solving Skills Mean

GROUP
Contextual I II III IV V
High 77.24 74.48 60.05 70.08 60.24 68.41

Moderate 67.60 66.03 56.32 64.40 56.40 63.90

Low 64.46 65.58 60.92 67.50 48.40 64.45

High 68.41 64.6 49.34 66.7 54.30 67.60

Conventional
Moderate 53.90 57.75 44.17 58.46 42.60 62.74
Low 52.40 55.27 46.18 54.45 40.20 62.40

Notes: I Problem Identification II Data Collection

III Problem Solving Planning IV Strategy Application
V Problem Evaluation

Table 2. Results of Post Hoc Bonferroni Test based on students, problem solving skills ability in contextual learning group

Independent variable Ability (I) Ability (J) Differences min Correction Sig
Problem Solving Skills High Moderate 4.632 (*) .8487 .000
Moderate Low 4.571 (*) .8659 .000
High -4.632 (*) .8487 .000
Low Low .060 .8455 1.000
High -4.571 (*) .8659 .000
Moderate -.060 .8455 1.000
(*) significant at 0.05

In groups, students will be trained to identify a problem, collect data, plan, run the activities and evaluate the
problem that is given by the instructor individually and also in groups. For example, when studying about a
creature’s characteristics, the instructor brings the real creature that they are going to learn to class. So students can
relate the theory to the real object, which can then make learning process become more meaningful. This would also
increase their level of achievement. Sonmez and Lee suggested that the problem which is given to the students
should be interesting. Allen (2006) stated that by working in groups, student can solve a problem by asking
questions and communicating in meetings or seminars.
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3.2 Scientific Attitude

There are seven important aspects in building scientific attitude. They are responsibility, curiosity, cooperation,
punctuality and accuracy, discipline, tolerance, and self-confidence. The effects of RANGKA contextual learning to
student scientific attitude are described in Tables 3 and 4..
According to the observation, by using RANGKA strategies at the stage of planning, combining and applying,
students can implement scientific attitude better especially in terms of curiosity, responsibility and cooperation.
There are several ways that a teacher can choose to improve students’ interest and scientific attitude, tools and new
activities which can trigger their spirit. Pedrotti (1997) also stated that some elements of cooperation are learning in
groups and communicating with each other. As a leader, the teacher plays a great role in forming the cooperation
attitude among the group members and creating an active learning process.
Scientific skill is an important skill used for running other activities related to scientific methods. Methods like
experiment, investigation and project need scientific skills and will help support student scientific attitude. The
highest score of cooperation aspect is 82.26 for contextual student ability. The lowest score of scientific attitude for
student’s responsibility is 61.56 and conventional ability is 49.36. This is due to the lack of students’ cognitive and
self confidence. The lack of student responsibility is proven by a qualitative observation where students rarely
review their work, check the equipment, or clean their surroundings after finishing their activities.

Table 3. Scientific attitude ability scores

Learning Group Scientific Attitude

I II III IV V VI VII
High 76.48 72.28 82.26 76.22 76.88 74.64 77.65
Contextual
Moderate 64.54 62.78 74.86 70.42 74.64 74.22 74.44
Low 61.56 64.00 72.06 64.94 68.84 66.82 66.64

High 74.44 71.34 80.42 56.88 66.80 64.40 65.43

Conventional Moderate 60.46 60.20 73.12 64.28 73.61 74.16 69.07

Low 49.36 60.16 68.82 58.03 64.59 64.77 62.94
Notes : I Commitment V Dicipline II Curiosity
VI Tolerance III Cooperation VII Self confidence
IV Responsibilty

Table 4. Results of Post Hoc Bonferroni Test based on student scientific attitude in contextual learning group

Independent
(I) Ability (J) Ability Mean differences (I-J) Correction Sig.
variabel
Scientific Attitude High Moderate 9.7475(*) 1.78495 .000
Moderate Low 8.9686(*) 1.92760 .000
High -9.7475(*) 1.78495 .000
Low Low -.7789 1.84886 1.000
High -8.9686(*) 1.92760 .000
Moderate .7789 1.84886 1.000
(*) significant at 0.05

One aspect that an instructor has to be concerned is the sensitiveness if the students face difficulty while
learning. Philips (1996) found out that by working in a group, students can be more rational, is open minded to
accept other opinion and always try to find the alternative and sensitive about other’s feeling. As Bricheno said,
scientific attitude will be positive when students learn it from their own experience by involving in an activity where
they can completely take part in. Contextual learning material is provided based on the student’s own cultural
surrounding to get them interested. An interesting material will provide them information, exposition, motivation to
 Evi Suryawati et al. / Procedia Social and Behavioral Sciences 9 (2010) 1717–1721 1721

enrich their own experience, improve their self confidence, and develop their ability and courage to make up their
mind in future.
Through hands-on activity (Parnell, 1996), students will see how their lesson can be applied in real life, therefore
stimulating their motivation to learn more effectively. The instructor should also follow the development of science
and technology, by preparing learning material which is technologically balanced. They have to find the material
that contains hot issues or current news. According to Crawford, some steps of contextual learning strategy are
transfering knowledge which has been arranged in a new concept, giving the task to the student to work in a group
then applying what they have learned into a new experience, and making it as a motivation. Students also have to
use their mind skill in a complex science experiment, such as connecting scientific facts, creating a hypothesis, and
preparing for the experiment.
In RANGKA contextual learning, students not only focus on intellectual achievement but also learn how to
create a learning situation which can develop all education dimensions like personality, emotion and social
characteristics (Evi Suryawati et al. 2009). By building a scientific attitude, students will have a chance to gain the
balanced development between intellectual, emotional and social aspects.

4. Conclusion

RANGKA contextual learning requires the cooperation between the teacher and the student where the teacher plays
a great role in motivating the students. Some contextual strategies which can be applied are problem solving,
learning from environment, working in groups, making cooperation with the society, and applying the learning
material through real experience. From observation, it is found that RANGKA contextual learning successfully
improves students’ ability in terms of their problem solving skills. However, it does not give a significant effect on
their scientific attitude for both contextual and conventional groups.
RANGKA contextual teaching and learning can improve student’s critical thinking ability and train them to be
more divergent and evaluative. Conventional learning strategy on the other hand, should not be applied since it only
requires students to memorize their lessons. In the learning process, the teacher should focus on the discovery
oriented technical strategy which matches the student’s thinking ability.

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