BAB II

CONTENT

2.1.Definition of Contextual Teaching And Learning

There are several definition that can explained the contextual teaching and learning,
such as;
a. Learning system that matches the performance of the brain, to develop
patterns that create meaning, by linking academic content to the context of
everyday life learners.
b. Conception that helps teachers relate to subject matter content with real-
world circumstances. This learning to motivate students to
link knowledge acquired in the classroom and its application in student
life as a family member, as citizens and in future as workers.
c. Learning situations and specific content and gives students the opportunity to
do problem solving, exercises and tasks in real and authentic.
d. Concept of learning that help teachers content associate between the lesson
and the real world situation with the students and encourage students to make
the relationship between knowledge held by the implementations in their lives
as members of the community
e. A holistic learning process and aims to helps students to understand the
meaning of teaching materials with it to the context of day to day (the context
of personal, social and cultural), so that students have the knowledge / skills
are dynamic and flexible to actively constructing their own understanding.
f. An educational process that aim to help students see meaning in the academic
material they are studying by connecting academic subject with the context of
their daily lives, that is, with the context of their personal, social and cultural
circumstance.
Though each of these definition present the same content, that is context
(material), linked (make relation) and daily life (real situation). So, the contextual
teaching and learning is a concept of learning process that help the student to
understand the meaning of the material in learning by linked them with their own
experience in daily life.
2.2.Strategy of Contextual Teaching And Learning
CORD also offers a guide for educators, described as the REACT strategy that
highlights the concepts behind contextual learning:
Relating: Learning in the context of life experiences.
Experiencing: Learning in the context of exploration, discovery and
invention.
Applying: Learning when knowledge is presented within the context of its
use.
Cooperating: Learning through the context of interpersonal communication,
sharing, etc.
Transferring: Learning by using knowledge in a new context or situation.
2.3.There are seven main components of effective learning, such as:
Constructivism
Constructivism is the process of building or developing new knowledge
in student cognitive structure based on experiences. According to
constructivism, the experience is met by the outside but constructed by and
form within oneself. Therefore, the experience is formed by two important
factors for example; the object becomes the subject of observation and ability
to interpret the object.
Knowledge comes from outside, but constructed by and from within oneself.
In constructivism, teachers roles are as facilitator of the process, by;
1. Creating meaningful and relevant information for student.
2. Giving opportunity for student in finding and applying their own
ideas.
3. Aware that the students implement their own strategies in learning.
Questioning
Learning is basically asking and answering questions. Asking to be
considered as a reflection of the curiosity of every individual, while
answering the questions reflect a person's ability in thinking. CTL in the
learning process teacher does not submit the information for granted, but the
lure for students to find themselves. Because it asks a very important role,
because through the questions teachers can guide and lead students to find
any material that is learned.
Inquiry
Learning process is based on a search and discovery though a process
of thinking systematically. Knowledge and skills obtained by student are
expected not the result of considering a set of facts, but the result of finding
themselves. Teacher should always be to design activities that refer to the
activities found any content to be studied.
In general, the process of inquiry can be done through several steps, namely:
a. Formulate the problem.
b. Propose the hypothesis.
c. Collecting data.
d. Testing the hypothesis based on data found.
e. Make a conclusion.
Learning community
Leo Semenovich Vygostksy, a Russian psychologist, states that the
knowledge and understanding of child sustained a lot of communication with
others. A problem cannot be solved alone, but need help from others.
 Working together give and receive much needed to solve a problem. Thus,
the concept of learning society (learning community) in CTL suggested that
learning outcomes obtained through collaboration with others.
The concept of learning community suggested that the learning
outcomes gained from cooperation with others. Then, the results of learning
in inter-group sharing among friends. In the CTL class, teachers are advised
always carry out learning in study groups whose heterogen members.
Modelling
The principle of modelling is to demonstrate the learning process as an
example of something that can be emulated by every student.
Some teachers give examples of how to do something, before students carry
out the task. But that doesnt mean that the teacher solely as models in the
context of this learning. Teachers also could appoint one of his
students to as a model of doing things has ever experienced in that field.
Reflection
Reflection is a way of thinking about what needs to be learned or think
back about what student have done previously in class. Student learned what
the new precipitate as new knowledge structure, which is the enrichment or
revision of previous knowledge. As its core, reflection is a deposition process
has been learned experience that is done by re-sorting events or events that
have gone through the learning.
Authentic assessment
Real assessment ( authentic assessment is the process by teacher to
gather information about learning progress made by students actually learn or
not, whether the student learning experience has a positive influence on the
development, both intellectually and mentally students. authentic assessment
process is conducted in an integrated way with learning. this assessment is
carried out continuously during the learning activities take place. therefore,
the pressure directed to the learning process rather than the result of learning.
Characteristics of authentic assessment:
1. Carried out during and after the learning process takes place.
2. Use for formative and summative.
3. Measured skills and performance, rather than considering the facts.
4. Sustainable.
5. Integrated.
6. Can be used as feedback.
2.4.Advantages and Disadvantage
Advantages
Learning more productive and able to foster the strengthening of the concept
to the students because the learning method adopted CTL flow constructivism,
in which a student is led to find his own knowledge. Through the foundation
of philosophical constructivism students are expected to learn through
"experience" instead of "memorizing".
Learning becomes more meaningful and real. It means that students are
required to grasp the relationship between learning experiences in school to
real life. it is very important, because the material was found to correlate with
real life. Not just for the students, the material will serve functionally, but the
material that they had learned to be embedded firmly in the memory of
students so that not easily to be forgotten.
Disadvantages
Teachers provide opportunities for students to discover or implement their
own ideas and invite students for being aware and consciously use their own
strategies for learning. But in this context of course teachers need extra
attention and guidance to students for learning purposes in accordance with
what was originally applied.
Teachers are more intensive in the lead. Because the CTL method. Teachers
no longer serve as a centre of information. The task is to manage the classroom
teacher as a team that works together to discover new knowledge and skills for
students. Students are viewed as a developing individual. One's learning ability
will be influenced by the level of development and breadth of experience he
has. Thus, the teacher's role is not as instructors or "ruler" that forces the will
but the teacher is supervising students so they can learn according to the stage
of its development.
 BAB III
CONCLUSION

Contextual teaching and learning is recently used in Indonesia when the

government changed the KTSP curriculum into curriculum 2013. Contextual teaching
and learning is a concept of learning process that help the student to understand the
meaning of the material in learning by linked them with their own experience in daily
life.

Technique of this method is students find by their self the problem that talked
in materials. In this process, they may ask to teacher as we know as questioning, and
in the last of problem solving, they give some reactions about what they discuss. In
the last of class, teacher should give authentic assessment to view students
developing in learning abilities.
It is good concept in teaching-learning concept, because students do not only
study text book, but also, student develop their last experiences to find new
experiences.
REFERENCE
- http://panduanguru.com/contextual-teaching-and-learning-ctl-apa-itu/
Accessed on 23 February 2014
- http://journal.uny.ac.id/index.php/jep/article/viewFile/635/498
Accessed on 23 February 2014
- http://www.slideshare.net/abeyow/pembelajaran-kontekstualcontextual-
teaching-learning-ctl
Accessed on 23 February 2014
- http://nadhirin.blogspot.com/2010/03/model-pembelajaran-contextual-
teaching.html
Accessed on 23 February 2014
- http://indolearn.blogspot.com/2011/04/blog-post.html
Accessed on 23 February 2014
- http://www.texascollaborative.org/WhatIsCTL.htm
Accessed on 23 February 2014
- http://www.slideshare.net/sarynieman/ctl-contextual-teaching-and-
learning-22254499#
Accessed on 23 February 2014