|
THE EFFECT OF THE USE OF CONTEXTUAL TEACHING AND LEARNING (CTL) LEARNING MODEL ON THE COGNITIVE VALUE OF STUDENTS OF ELEMENTARY SCHOOL Elementary School Teacher Department, STKIP Bina Bangsa Getsempena, Tanggul Krueng Aceh Baru Street 34, Darussalam, Banda Aceh, Indonesia Abstract This research aims to evaluate the impact of CTL models on the importance of the cognitive and learning activities of the students in VA SDN 16 in Banda Ac er when the cognitive value of the students in heat transfer content in science subjects does not reach the KKM threshold value 76. This analysis is quantitative and uses a one-shot case study test design experimental process. The researchers with instruments are made of measurements and observation sheets. The findings of the data review showed that the average score of the student in scientific subjects before using the CTL model was 80,76 with 72,73 per cent classical completeness and that the average score of the students was 76,33 with the classical completeness of 69 per cent. The hypothesis analysis suggests that t count > t table is agreed, namely (2.49>1.69), so H 1. For students^ average cognitive scores C 1 = 22, C 2 = 27 and C 3 = 31. The average instructor task score is 4.74 on very good criteria and pupil learning experiences meet 85% of 33 students on very good criteria, 9% on good criteria and 6% on acceptable criteria. Based on the test findings, and the impact of the CTL model on individual cognitive results with an average value of 80.76 can be inferred. However, this does not influence the percentage of classical completeness in this class, since only 72.73% is the percentage of completeness where the minimum is 80%. The teachers and students^ learning experiences by applying the CTL model produce improved outcomes. This shows that the CTL model can make students more involved and excited, as learning is directly related to student nature. Keywords: CTL models, elementary school Topic: Education |
| ICComSET 2020 Conference | Conference Management System |