Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017)

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

Authors
H a p s a, A. Tanra Tellu, Abd. Hakim Laenggeng
Corresponding Author
H a p s a
Available Online February 2018.
DOI
https://doi.org/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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Volume Title
Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
February 2018
ISBN
978-94-6252-486-6
ISSN
2352-5398
DOI
https://doi.org/10.2991/ice-17.2018.77How to use a DOI?
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/).

Cite this article

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  - https://doi.org/10.2991/ice-17.2018.77
ID  - 2018/02
ER  -