CONTEXTUAL TEACHING AND LEARNING (CTL) (PEMBELAJARAN KONTEKSTUAL) I Made Sujana FKIP Universitas Mataram

CONTEXTUAL TEACHING AND LEARNING (CTL) (PEMBELAJARAN KONTEKSTUAL) I Made Sujana FKIP Universitas Mataram

Mengapa Perlu Pembaharuan Pendidikan? Fakta menunjukkan bahwa hasil pendidikan kita belum memuaskan Laporan Human Development Report 2003 Indonesia urutan 112 Laporan International Education Achievement (IEA): Kemampuan membaca SD peringkat 38/39 Matematika SMP peringkat 34/38 IPA SMP peringkat 32/38

Isu Utama Pembaruan Pendidikan Pembaruan Kurikulum Peningkatan Kualitas Pembelajaran Efektivitas Metode Pembelajaran

Pembelajaran Kontekstual? Konsep belajar dimana guru menghadirkan dunia nyata ke dalam kelas dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kegidupan mereka sehari-hari; sementara siswa memperoleh pengetahuan dan ketrampilan dari konteks yang terbatas, sedikit demi sedikit dan dari proses mengkonstruksi sendiri, sebagai bekal untuk memecahkan masalah dalam kehidupannya sebagai anggota masyarakat

Beberapa Pernyataan Kunci Membantu guru mengaitkan konten dengan dunia nyata dan melihat hubungan pengetahuan dan penerapannya Memungkikan siswa menguatkan, memperluas, dan menerapkan pengetahuan dan ketrampilan akademik untuk dapat memecahkan masalah

Beberapa Pernyataan.. (lanj.) Pengetahuan dan ketrampilan diperoleh sedikit demi sedikit, berangkat dari skemata (pengetahuan) yang dimiliki sebelumnya. Kemajuan siswa diukur dari proses, kinerja, dan produk, berbasis pada prinsip authentic assessment.

Tujuh Komponen Utama CTL Konstruktivisme (Constructivism) Bertanya (Questioning) Menemukan (Inquiry) Masyarakat Belajar (Learning Community) Pemodelan (Modelling) Refleksi (Reflection) Penilaian Sebenarnya (Authentic Assessment)

Konstruktivisme (Constructivism) Knowledge is constructed gradually The result will be expanded through limited context and is eventually developed. Students construct what they have in mind Relate the lessons in class to what is available in their real lives. Materials are suitable to their knowledge, prior knowledge and individual learning style Teacher functions as a facilitator helping students solve their problems in learning.

Menemukan (Inquiry) Every subject contains phenomena. Cycles of Inquiry: Observation Questioning Hypothesis Data gathering Conclusion

Bertanya (Questioning) Questions can come from teacher or students Questions can raise students interest, motivate them, and lead to attract their attention to the phenomena observed. Teacher s questions can guide and judge the students. Reason for asking questions to know the student s knowledge, to raise student s curiosity, to focus student s attention to the objective of teaching and learning, to stimulate student s response, to initiate further questions, to review the previous lesson, to find out whether students have understood or not the lesson presented

Masyarakat Belajar (Learning Community) a group of students having relatively the same needs to solve the problem, set the concept together, answer questions in various ideas to reach the same concept or any other relevant activities. Characteristics of LC Speak and Share Ideas Collaborate with others to create learning that is greater than if we work alone

Pemodelan (Modelling) Modelling can take the forms of action, exemplification, or demonstration. Modelling can be from a teacher, students, videos, tapes, or other resource person

Refleksi (Reflections) Reflection can be done by the teaching regarding learning constraints, students motivation, interesting and challenging tasks, and ways to help students learn to improve learning quality Students reflection can be responses to events, activities or knowledge they have just gained. The teacher may ask questions, impression and suggestion about the lesson The teacher can exhibit students work on the wall in the classroom or write it on their diaries or journals.

Penilaian Sebenarnya (Authentic Assessment) Assessment is the ongoing process of gathering and analysing evidence of what a student can do. The uses of multiple forms of assessment that reflect students learning achievement, motivation, and attitudes on instructionally-relevant classroom activities Some conditions to be considered: the assessment should measure students knowledge and language skill, language knowledge and skill need to be applied, product assessment is the result of student s work or performance, student s tasks should be relevant and contextual, and both process and product can be assessed proportionally equal.

Characteristics of Authentic Assessment involving real experiences, making use of the existing human resource and equipments, there is a chance to get information, students are engaged in relevant activities, there is an effort and an exercise, including self-assessment and reflection, identifying student s strength and weaknesses, clear assessment criteria, constructive answer, students think more deeply, meaningful and challenging tasks related tasks between language skill and knowledge, it needs collaboration and cooperative learning, focusing on objectives, etc.

Forms of Authentic Assessment: an interview measuring speaking skill and questioning, an expression or story telling, a piece of writing or poetry writing, an oral and a written report, rubric or scale, teacher s observation sheet, portfolio or student s worksheet, role play, drama and simulation, discussion or debate, etc

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