Developing and validating an authentic contextual learning framework: promoting healthy learning through learning by applying

Hwang, Wu‐Yuin; Hariyanti, Uun; Chen, Nian Shing; Purba, Siska Wati Dewi

doi:10.1080/10494820.2021.1876737

Cited by 12 publications

(3 citation statements)

References 32 publications

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“…(Fahrurrozi & Hamdi, 2017). Menurut Hwang et al (2021)belajar dengan menerapkan dapat membuka imaginasi, meningkatkan perkembangan kognisi sehingga membantu kreativitas dan mempertahankan motivasi belajar siswa.…”

Section: Pendahuluanunclassified

Model Pembelajaran Kontekstual dan Pemahaman Konsep Matematika: Study Eksperimen Semu

Rahayu,

Kurniasih,

Hudori

et al. 2023

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Pemilihan strategi pendekatan pembelajaran yang tepat, sesuai dengan pelajaran dan tujuan pembelajaran, kemungkinan besar akan meningkatkan minat, perhatian, dan hasil belajar siswa, khususnya pada matematika selalu dianggap sebagai mata pelajaran dengan momok menakutkan. Oleh sebab itu, tujuan eksperimen semu ini diterapkan adalah agar mengenal nyata atau tidak nyata perbedaan concept understanding matematika antara strategi model pembelajaran kontekstual dengan strategi model pembelajaran konvensional. Metode purposive sampling digunakan untuk menentukan sampel data terdapat dua kelas yang dibandingkan yang terdiri dari 40 siswa pada kelas kontrol dan 40 siswa pada kelas eksperimen. Data yang dikumpulkan dalam penelitian ini terdiri dari nilai pre-test dan post-test yang diperoleh dari kedua kelas. Kelas eksperimen mengimplementasikan model pembelajaran kontekstual, sedangkan kelas kontrol menerapkan pendekatan pembelajaran konvensional. Instrumen atau alat pengumpulan data dalam penelitian ini berupa esai sebanyak 10 soal. Uji-t adalah teknik analisis data yang digunakan, dan diperoleh thitung = 6,20 dan ttabel = 1,66 pada significance level 5% atau (a = 0,05) dan derajat kebebasan (db = 39) yang artinya thitung > ttabel (6,20 > 1,66). Jadi dapat disimpulkan adanya perbedaan pemahaman konsep matematika antara strategi pendekatan kontekstual dengan strategi pendekatan konvensional. Dengan demikian, penerapan strategi pendekatan kontekstual lebih besar pengaruhnya terhadap pemahaman konsep matematika siswa dibandingkan dengan strategi pendekatan konvensional. Implikasi dari hasil penelitian ini yaitu penerapan strategi pendekatan kontekstual yang efektif untuk mendorong siswa belajar

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Section: Pendahuluanunclassified

Model Pembelajaran Kontekstual dan Pemahaman Konsep Matematika: Study Eksperimen Semu

Rahayu,

Kurniasih,

Hudori

et al. 2023

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“…Contextualized learning is a pedagogical approach that aims to closely integrate the learning environment with real-life situations in order to enhance the practical application and relevance of learning (Hwang, Hariyanti, Chen, & Purba, 2023;Johnson, 2002). This pedagogical approach emphasizes the placement of knowledge and skills in specific contexts or situations to enable students to better understand and apply what they have learned.…”

Section: Contextual Introductionmentioning

confidence: 99%

Collaborative inquiry-based instructional model to enhance mathematical analytical thinking and reasoning skills for fourth-grade students

Yu,

Jantharajit,

Srikhao

2024

EDU

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In contemporary society, students’ analytical thinking and reasoning skills are crucial for their future development. The fourth grade (ages 9-10) is a critical stage for cultivating higher-level cognitive skills in students. Mathematics plays a significant role during this period, serving as a fundamental tool for fostering students' analytical thinking and reasoning abilities. Collaborative inquiry-based learning is considered beneficial for enhancing students' analytical thinking and reasoning skills. Therefore, this study aims to design a collaborative inquiry-based instructional model based on the characteristics of mathematics textbooks. The study extensively analyzes primary school mathematics textbooks published by Beijing Normal University and integrates the essential elements of collaborative inquiry-based learning to devise an instructional model tailored to the characteristics of mathematics textbooks. The model comprises six parts: Contextual Introduction (Question 1), Collaborative Inquiry (Question 2), Communication and Sharing (First round), Collaborative Inquiry (Question 3), Communication and Sharing (Second round), Review and Conclusion. The model is designed to assist students in acquiring knowledge through collaborative inquiry, stimulate their curiosity through contextualized learning, improve their analytical thinking and reasoning skills through collaborative inquiry, foster cognitive development through effective communication and sharing, and ultimately solidify acquired knowledge through reflection and conclusion. Theoretically, the analysis suggests that this model may positively impact students’ analytical thinking and reasoning abilities, providing a valuable reference for practical teaching.

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“…Fahmi et al (2019) argue these textbooks generally have learning materials and activities that are not by the conditions of students, teachers, and the school environment. Whereas contextual learning resources are more crucial to help students understand the material more easily (Conci & Müller, 2012;Hwang et al, 2021;Raub et al, 2015;Stauter et al, 2017;Susilo, 2014). Nuha et al (2016) added that there is still a lack of learning resources on biology related to utilize local potentials, such as in Kampar District.…”

Section: Introductionmentioning

confidence: 99%

Developing biology enrichment book of fish diversity of aquatic ecosystems in Kampar District

Syah

Yustina

2021

JPBI

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Fish diversity in Kampar District is one of natural resources which is potentially developed as a contextual learning resource for student. This Research and Development (R&D) study aimed at developing biology enrichment book of fish diversity in Kampar District as learning resource for X graders. The R&D model employed was ADDIE which was limited to the third phase (i.e development). The validity and practicality tests on the product developed were conducted by material and media experts as well as 20 biology teachers. The instrument used was questionnaire with five Likert scale. It comprised of 18 items in which the 10 items related to content eligibility and material presentation, meanwhile, the other eight items related to language and graphics. The results showed that the product developed was categorized as very valid with several minor revisions. The overall practicality test resulted the score value with high practicality category (83.8). In addition, the results of development stage depicted that the biology enrichment book of fish diversity in Kampar District was categorized as strongly valid. Thus, it can be continued to the next stage in term of implementation and evaluation in order to get the usable product for student as a contextual learning resource.

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Developing and validating an authentic contextual learning framework: promoting healthy learning through learning by applying

Cited by 12 publications

References 32 publications

Model Pembelajaran Kontekstual dan Pemahaman Konsep Matematika: Study Eksperimen Semu

Model Pembelajaran Kontekstual dan Pemahaman Konsep Matematika: Study Eksperimen Semu

Collaborative inquiry-based instructional model to enhance mathematical analytical thinking and reasoning skills for fourth-grade students

Developing biology enrichment book of fish diversity of aquatic ecosystems in Kampar District

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