The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi

DOI

10.2991/ice-17.2018.77How to use a DOI?

Keywords

CTL, Motivation, Thinking Skills, and Learning Outcomes

Abstract

The research aims to: (1) describe the effectiveness of the implementation of Contextual Teaching and Learning (CTL) approach to motivation, thinking skill and learning outcome of biology subject for eighth grade students of SMP Negeri 2 Parigi; (2) describe the relationship between motivation, thinking skill, and learning outcome of Biology subject for eighth-grade students of SMP Negeri 2 Parigi. Fifty nine students of grade eighth were selected as the purposive sample, class D as the control group and class C as the experiment one. Data were analyzed by a two-tailed t-test and Product Moment Correlation. The results of the study show that: (1) for motivation, the result of test t-count was -5.603 and t-table was 1.96. This means that t-count was outside of the critical region. Hence H0 was accepted. The difference in learning motivation was affected by CTL. This means that learning motivation was affected by CTL; (2) for thinking skill, the result of test displayed that t-count was -7.124 and t-table was 1.96. It means t-count was outside of the critical region. So that H0 was accepted. That difference in thinking skill was affected by CTL. It means, thinking skill was affected by CTL; (3) for learning outcome, the result of the test revealed that t-count was -4.451 and t-table were 1.96. It means t-count was outside of the critical region denoting that H0 is accepted. The difference in learning outcome was affected by CTL; (4) the relationship between learning motivation (X1) with learning outcome (Y) was 0.417. It was a positive direction. The relationship was in ?enough" category. Both variables were significant because of the value of ? or sig. = 0.00 was smaller than ? = 0.05 (5%); (5) the relationship between thinking skill (X2) with learning outcome (Y) was equal to 0.578. It is a positive direction. The relationship was in ?enough" category. Both variables were significant, because the value of ? or Sig. = 0.00 was smaller than ? = 0.05 (5%); and; (6) the correlation coefficient (R) was 0.733. This can be explained that learning motivation and thinking skill respectively had a close relation with learning outcome.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - H a p s a
AU  - A. Tanra Tellu
AU  - Abd. Hakim Laenggeng
PY  - 2018/02
DA  - 2018/02
TI  - The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi
BT  - Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017)
PB  - Atlantis Press
SP  - 356
EP  - 360
SN  - 2352-5398
UR  - https://doi.org/10.2991/ice-17.2018.77
DO  - 10.2991/ice-17.2018.77
ID  - 2018/02
ER  -