The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach

Research by several researchers on Biology Education Research (BER) showed that science process skills (SPS) were still a little bit researched. The purposes of this research are to reveal the followings: (1) the potential of inquiry-based student books integrated with local resources to improve students' science process skills; and (2) the differences in boys and girls science process skills. An experiment using the factorial design (2 X 2) was done on 52 randomly-selected senior high school students. Data collection was used essay test, then analyzed using ANOVA. This research revealed that students' SPS experienced an improvement when they studied in an inquiry class supported by a student book integrated with local resources. There is no distinction in the science process skills of boys and girls students. Boys and girls have the same opportunity to develop their SPS.

Section: Discussionmentioning

confidence: 99%

The inquiry-based student book integrated with local resources: The impact on student science process skill

Rumalolas¹,

Rosely²,

Nunaki³

et al. 2021

“…Social studies is described as the combination of human interactions experience and knowledge for the aim of civic education and changing human behaviour (Bhure et al, 2021;Bozkaya, 2021). Barth and Shermis (2014) describe social studies as the study of integrating knowledge, experience, and the efficient use of resources for the aim of civic education.…”

Section: Introductionmentioning

confidence: 99%

Perceived cognitive load and students’ performance in social studies

Achor¹,

Zaria²,

Achor³

2022

The aim of this study was to investigate impact perceived cognitive load could have on basic eight students’ performance in social studies. A correlational survey research design was used in the study. The population consisted of 3,957 upper basic eight students of secondary schools in Kogi east education. This study employed a sample size of 250 basic eight social studies students. Two instruments: social studies performance test and students' perceived cognitive load were used for data collection. The data collected were analyzed using regression analysis. The findings revealed that there was significant impact of cognitive load on basic eight students’ mean performance scores in social studies. There was significant impact of cognitive load on basic eight male and also female students’ mean performance scores in social studies. The study recommends among others that School authorities and administrators should make provision for activities that would lead to reduction in cognitive load in social studies among others to enhance performance.

“…One of the challenges teachers face in implementing and contextualizing TBLT is managing the level of authentic 'tasks' in their teaching practice (Littlewood, 2011;Shehadeh, 2012). Contextual-based learning by utilizing the surrounding environment can improve student performance (Bhure et al, 2021;Lelasari et al, 2021;Ruto et al, 2021). Contextual problems can be adapted from local wisdom.…”

Section: Introductionmentioning

confidence: 99%

Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills

Husain¹,

Suhernita²,

Abasa³

et al. 2021

The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.