The Influence of the Contextual Teaching and Learning (CTL) Model on Improving Critical Thinking Skills in Mathematics among Junior High School Students
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Published:
Aug 30, 2024
Keywords:
Contextual Teaching and Learning (CTL), Critical Thinking Skills, Mathematics Education, Junior High School, Student-Centered Learning
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Abstract
This study investigates the impact of the Contextual Teaching and Learning (CTL) model on improving critical thinking skills in junior high school students, specifically in mathematics education. The research adopts a quasi-experimental design, involving two groups: an experimental group exposed to the CTL model and a control group receiving traditional mathematics instruction. The study was conducted in a junior high school, and data were collected through pre- and post-tests assessing students' critical thinking abilities in mathematics. The findings reveal that students in the experimental group demonstrated significant improvements in critical thinking skills compared to the control group. These improvements were evident in their ability to analyze mathematical problems, make logical connections, and apply mathematical concepts to real-world situations. The study concludes that the CTL model, by integrating real-life contexts into mathematics instruction, fosters a deeper understanding of mathematical concepts and enhances students’ higher-order thinking abilities. The research supports the use of student-centered, contextual learning approaches as an effective strategy for improving critical thinking in mathematics education at the junior high school level.
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How to Cite
Mallika, A. I. (2024). The Influence of the Contextual Teaching and Learning (CTL) Model on Improving Critical Thinking Skills in Mathematics among Junior High School Students. Journal of Education Innovation and Curriculum Development, 2(2), 41–48. Retrieved from https://journals.iarn.or.id/index.php/educur/article/view/437
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Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19–26.
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1).
Firdaus, F., Kailani, I., Bakar, M. N. Bin, & Bakry, B. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning (EduLearn), 9(3), 226–236.
Flanagan, C., & Levine, P. (2010). Civic engagement and the transition to adulthood. The Future of Children, 159–179.
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review, 26, 9–25.
Garson, G. D. (2012). Testing statistical assumptions. Statistical associates publishing Asheboro, NC.
Glynn, S., & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. Exemplary Science: Best Practices in Professional Development, 75, 84.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462–482.
Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29–41.
Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 17–46). Routledge.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports, 6(1), 40–41.
Lesh, R. A., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Routledge.
Lotulung, C. F., Ibrahim, N., & Tumurang, H. (2018). Effectiveness of Learning Method Contextual Teaching Learning (CTL) for Increasing Learning Outcomes of Entrepreneurship Education. Turkish Online Journal of Educational Technology-TOJET, 17(3), 37–46.
Munir, M. (2018). The development of english learning model based on contextual teaching and learning (Ctl) in junior high schools. International Journal of Language Education, 2(1), 31–39.
Priyadi, H. G. (2021). The Effect of Contextual Teaching and Learning (CTL) Model with Outdoor Approach towards the Students’ Ability of Mathematical Representation. Education Quarterly Reviews, 4(3), 441–450.
Sari, R. P., & Nerli Khairani, E. S. (2021). Development of Contextual Teaching and Learning (CTL) Based Learning Devices to Improve Students’ Mathematic Problem Solving and Self Efficacy Ability in SMP Negeri 1 Hamparan Perak. Development, 12(8).
Sears, S. J. (2002). Contextual teaching and learning: A primer for effective instruction. Phi Delta Kappa International.
Skilling, K., Bobis, J., & Martin, A. J. (2021). The “ins and outs” of student engagement in mathematics: Shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 33(3), 469–493.
Starko, A. J. (2021). Creativity in the classroom: Schools of curious delight. Routledge.
Su, H. F. H., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190–200.
Suryawati, E., & Osman, K. (2017). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76.
Swinscow, T. D. V., & Campbell, M. J. (2002). Statistics at square one (Issue Ed. 10). Bmj London.
Zainal Shah, N. (2011). Critical thinking and employability of computer-related graduates: The Malaysian context. Dublin City University.
Ben-Hur, M. (2006). Concept-rich mathematics instruction: Building a strong foundation for reasoning and problem solving. ASCD.
Ben‐Zvi‐Assaraf, O., & Orion, N. (2010). Four case studies, six years later: Developing system thinking skills in junior high school and sustaining them over time. Journal of Research in Science Teaching, 47(10), 1253–1280.
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19–26.
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1).
Firdaus, F., Kailani, I., Bakar, M. N. Bin, & Bakry, B. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning (EduLearn), 9(3), 226–236.
Flanagan, C., & Levine, P. (2010). Civic engagement and the transition to adulthood. The Future of Children, 159–179.
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review, 26, 9–25.
Garson, G. D. (2012). Testing statistical assumptions. Statistical associates publishing Asheboro, NC.
Glynn, S., & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. Exemplary Science: Best Practices in Professional Development, 75, 84.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462–482.
Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29–41.
Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 17–46). Routledge.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports, 6(1), 40–41.
Lesh, R. A., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Routledge.
Lotulung, C. F., Ibrahim, N., & Tumurang, H. (2018). Effectiveness of Learning Method Contextual Teaching Learning (CTL) for Increasing Learning Outcomes of Entrepreneurship Education. Turkish Online Journal of Educational Technology-TOJET, 17(3), 37–46.
Munir, M. (2018). The development of english learning model based on contextual teaching and learning (Ctl) in junior high schools. International Journal of Language Education, 2(1), 31–39.
Priyadi, H. G. (2021). The Effect of Contextual Teaching and Learning (CTL) Model with Outdoor Approach towards the Students’ Ability of Mathematical Representation. Education Quarterly Reviews, 4(3), 441–450.
Sari, R. P., & Nerli Khairani, E. S. (2021). Development of Contextual Teaching and Learning (CTL) Based Learning Devices to Improve Students’ Mathematic Problem Solving and Self Efficacy Ability in SMP Negeri 1 Hamparan Perak. Development, 12(8).
Sears, S. J. (2002). Contextual teaching and learning: A primer for effective instruction. Phi Delta Kappa International.
Skilling, K., Bobis, J., & Martin, A. J. (2021). The “ins and outs” of student engagement in mathematics: Shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 33(3), 469–493.
Starko, A. J. (2021). Creativity in the classroom: Schools of curious delight. Routledge.
Su, H. F. H., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190–200.
Suryawati, E., & Osman, K. (2017). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76.
Swinscow, T. D. V., & Campbell, M. J. (2002). Statistics at square one (Issue Ed. 10). Bmj London.
Zainal Shah, N. (2011). Critical thinking and employability of computer-related graduates: The Malaysian context. Dublin City University.
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