La aplicación de estrategias de aprendizaje contextual para estimular la capacidad de pensamiento crítico de los estudiantes (The Implementation of Contextual Learning Strategies to Stimulate Students' Critical Thinking Skills)
DOI:
https://doi.org/10.47197/retos.v53.102501Palabras clave:
CTL, Critical Thinking, StudentResumen
Las habilidades de pensamiento crítico son una de las cosas que los estudiantes deben tener. Pero, en realidad, todavía son pocos los estudiantes que tienen altas capacidades de pensamiento crítico. Por eso es necesario aplicar el modelo de aprendizaje adecuado. Este estudio pretende aplicar la estrategia de enseñanza y aprendizaje contextual (CTL) en un esfuerzo por animar a los estudiantes a tener habilidades de pensamiento crítico. El experimento se llevó a cabo mediante un diseño post-test de un grupo en el que participaron veinticuatro estudiantes. El instrumento utilizado fue una rúbrica de evaluación con una escala de Likert, procesada tanto descriptiva como cuantitativamente. Los resultados mostraron que el logro global de los resultados de aprendizaje de los estudiantes mediante el uso del CTL se situaba predominantemente en la categoría de suficiente. Los resultados de la prueba de efecto mostraron una significación de 0,000 <0,05, por lo que puede decirse que la estrategia de aprendizaje contextual tiene un efecto significativo. Los resultados del estudio indican que la aplicación de estrategias de aprendizaje contextual puede mejorar las habilidades de pensamiento crítico de los estudiantes. Los resultados obtenidos son mejores porque el CTL es una estrategia de aprendizaje relativamente nueva y anima a los estudiantes a pensar a un nivel superior. Sin embargo, a través del CTL, se anima a los estudiantes a proporcionar entusiasmo por el aprendizaje, aumentar la motivación para ser activos en el aprendizaje, ayudar en el desarrollo de tareas, ayudar en la resolución de problemas, proporcionar formas de discutir e interactuar con sus compañeros, y ayudar a resumir y reflexionar sobre las lecciones. Por lo tanto, se puede concluir que el CTL puede estimular las habilidades de pensamiento crítico de los estudiantes, por lo que se pueden aplicar estrategias de aprendizaje contextual a los estudiantes.
Palabras clave: CTL, pensamiento crítico, estudiante
Abstract. Critical thinking skills are one of the things that students must have. But in reality, there are still a few students who have high critical thinking skills. So the application of the right learning model is needed. This study aims to apply the contextual teaching and learning (CTL) strategy in an effort to encourage students to have critical thinking skills. The experiment was conducted using a one-group post-test design involving twenty-four students. The instrument used was an assessment rubric with a Likert scale, processed both descriptively and quantitatively. The results showed that the overall achievement of student learning outcomes using CTL was dominantly in the sufficient category. The results of the effect test showed a significance of 0.000 <0.05, so it can be said that the contextual learning strategy has a significant effect. The results of the study indicate that the application of contextual learning strategies can improve students' critical thinking skills. The results achieved are better because CTL is a relatively new learning strategy and encourages students to think at a higher level. Nevertheless, through CTL, students are encouraged to provide enthusiasm for learning, increase motivation to be active in learning, assist in developing tasks, assist in problem solving, provide ways to discuss and interact with their peers, and help summarize and reflect on lessons. Thus, it can be concluded that CTL can stimulate students' critical thinking skills, so contextual learning strategies can be applied to students.
Keywords: CTL, Critical Thinking, Student
Citas
Aziz, I., Okilanda, A., Permadi, A. A., Tjahyanto, T., Prabowo, T. A., Rozi, M. F., Suganda, M. A., & Suryadi, D. (2023). Correlational study: Sports Students’ special test results and basic athletic training learning outcomes. Retos, 49, 519–524. https://doi.org/10.47197/retos.v49.98820
Aziz, I., Okilanda, A., Rozi, M. F., Suganda, M. A., & Suryadi, D. (2023). Results of Special Tests on Sports Students: Does It Have a Relationship with Learning Outcomes of Basic Athletic Practice? International Journal of Human Movement and Sports Sciences, 11(3), 676–682. https://doi.org/0.13189/saj.2023.110322
Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy (Vol. 5). Citeseer.
Bialik, M., Fadel, C., Trilling, B., Nilsson, P., & Groff, J. (2015). 21st Century Skills: What should students learn? May.
Chi Hyun, C., Asbari, M., Mayesti Wijayanti, L., Purwanto, A., Budi Santoso, P., Wardani, I., Bernarto, I., & Pramono, R. (2020). Implementation of contextual teaching and learning (CTL) to improve the concept and practice of love for faith-learning integration. International Journal of Control and Automation, 13(1), 365–383. http://sersc.org/journals/index.php/IJCA/article/view/5737
Curry Jr, K. W., Wilson, E., Flowers, J. L., & Farin, C. E. (2012). Scientific Basis vs. Contextualized Teaching and Learning: The Effect on the Achievement of Postsecondary Students. Journal of Agricultural Education, 53(1), 57–66.
Ebiendele Ebosele Peter. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3). https://doi.org/10.5897/ajmcsr11.161
Flores, K. L., Matkin, G. S., Burbach, M. E., Quinn, C. E., & Harding, H. (2012). Deficient Critical Thinking Skills among College Graduates: Implications for leadership. Educational Philosophy and Theory, 44(2), 212–230. https://doi.org/10.1111/j.1469-5812.2010.00672.x
Fogarty, R., & McTighe, J. (1993). Critical Thinking Assesment. Journal Theory and Practice, 32(3), 161–169.
Glynn, S. M., & Winter, L. K. (2004). Contextual teaching and learning of science in elementary schools. Journal of Elementary Science Education, 16(2), 51–63.
Hardinata, R., Fakhruddin Fakhruddin, Syarif, A., Ahwan, M. T. R., Abidin, M. Z., Alamsyah, A., Abdulrahman, D., Shukla, M., Malek, N. F. A., & Sa’adah, S. P. (2023). The use of audio-visual media: how does it affect rhythmic movement skills? Tanjungpura Journal of Coaching Research, 1(2), 38–47. https://doi.org/10.26418/tajor.v1i2.66586
Harianto, E., Gustian, U., Supriatna, E., Shalaby, M. N., & Taiar, R. (2023). Stimulating game performance skills in students: experimental studies using net games. Tanjungpura Journal of Coaching Research, 1(2), 63–70. https://doi.org/10.26418/tajor.v1i2.65009
Hasani, A. (2016). Enhancing Argumentative Writing Skill through Contextual Teaching and Learning. Educational Research and Reviews, 11(16), 1573–1578.
Hasibuan, I. (2014). Model Pembelajaran CTL (Contextual Teaching And Learning). Logaritma : Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 2(1).
Hudson, C. C., & Whisler, V. R. (2007). Contextual teaching and learning for practitioners. Journal Of.
Majid, A. (2014). Implementasi kurikulum 2013: kajian teoretis dan praktis. Interes.
Mashud, Arifin, S., Kristiyandaru, A., Samodra, Y. T. J., Santika, I. G. P. N. A., & Suryadi, D. (2023). Integration of project based learning models with interactive multimedia: Innovative efforts to improve student breaststroke swimming skills. Physical Education of Students, 27(3), 118–125. https://doi.org/10.15561/20755279.2023.0304
Mashud, Warni, H., Putra, M. F. P., Haris, M. Al, Samodra, Y. T. J., Tantri, A., Kristiyandaru, A., & Suryadi, D. (2023). Integrating the Project-Based Learning and the Inclusive Teaching Style: An Innovation to Improve Freestyle Swimming Skills. International Journal of Human Movement and Sports Sciences, 11(5), 956–964. https://doi.org/10.13189/saj.2023.110503
Munawaroh & Setyani, N. (2015). The Development Of Learning Model With The Approach Of CTL (Contextual Teaching And Learning) Throught The Method Of Apbl (Authentic Problem Based Learning) To the Entrepreneurship. IOSH Journal of Research and Method in Education.(Online), Http//Www. Iosrjournals. Org/Iosrjrme/Papers, 5.
Perdana, R. P., Supriatna, E., Yanti, N., & Suryadi, D. (2023). Team Game Tournament (TGT)-type cooperative learning model: How does it affect the learning outcomes of football shooting? Edu Sportivo: Indonesian Journal of Physical Education, 4(1), 86–96. https://doi.org/10.25299/es:ijope.2023.vol4(1).12130
Rahayu, S. (2015). Improving students’learning achievement in civics using contextual teaching and learning method. Researchers World, 6(4), 88. https://www.researchersworld.com/
Rahmadi, Hardinata, R., Ahwan, M. T. R., Rubiyatno, & Suryadi, D. (2023). Enhancing 21st century collaboration skills in physical education through the problem-based learning model. Edu Sportivo: Indonesian Journal of Physical Education, 4(3), 270–282. https://doi.org/10.25299/esijope.2023.vol4(3).14112
Rosalin, E. (2008). Gagasan Merancang Pembelajaran Kontekstual. PT. Karsa Mandiri Persada.
Rusman. (2012). Model-model pembelajaran: Mengembangkan profesionalisme guru, (edisi kedua). Raja Grafindo Persada (Rajawali Pers).
Samodra, Y. T. J., Suryadi, D., Wati, I. D. P., Supriatna, E., Santika, I. G. P. N. A., Suganda, M. A., & Dewi, P. C. P. (2023). Analysis of gross motoric analysis of elementary school students: A comparative study of students in hill and coastal areas. Pedagogy of Physical Culture and Sports, 27(2), 139–145. https://doi.org/0.15561/26649837.2023.0206
Satriani, I., Emilia, E., & Gunawan, M. H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10–22. https://doi.org/10.17509/ijal.v12i2.51086
Shamsid-Deen, I., & Smith, B. P. (2006). Contextual teaching and learning practices in the family and consumer sciences curriculum. Journal of Family and Consumer Sciences Education, 24(1), 14–27.
Sung, H.-Y., Hwang, G.-J., & Chang, H.-S. (2015). An integrated contextual and web-based issue quest approach to improving students’ learning achievements, attitudes and critical thinking. Journal of Educational Technology & Society, 18(4), 299–311.
Suparman, L., Marhaeni, A. A. I. N., & Dantes, N. (2013). The effect of contextual teaching and learning approach and achievement motivation upon students’writing competency for the tenth grade students of sman 1 keruak in the academic year 2012-2013. Jurnal Pendidikan Bahasa Inggris Indonesia, 1.
Suryadi, D., Nasrulloh, A., Yanti, N., Ramli, R., Fauzan, L. A., Kushartanti, B. W., Sumaryanti, S., Suhartini, B., Budayati, E. S., Arovah, N. I., Mashud, M., Suganda, M. A., Sumaryanto, S., Sutapa, P., Abdullah, N. M. bin, & Fauziah, E. (2024). Stimulation of motor skills through game models in early childhood and elementary school students: systematic review in Indonesia. Retos, 51, 1255–1261. https://doi.org/10.47197/retos.v51.101743
Suryawati, E., Osman, K., & Meerah, T. S. M. (2010). The effectiveness of RANGKA contextual teaching and learning on students’ problem solving skills and scientific attitude. Procedia-Social and Behavioral Sciences, 9, 1717–1721.
Tamam Syaifuddin, Luthfiyah Nurlaela, & Sukma Perdana P. (2021). Contextual Teaching and Learning (CTL) Model to Students Improve Learning Outcome at Senior High School of Model Terpadu Bojonegoro. IJORER : International Journal of Recent Educational Research, 2(5), 528–535. https://doi.org/10.46245/ijorer.v2i5.143
Tanri, A., Aprial, B., Mashud, M., Kristyandaru, A., Basuki, S., Samodra, Y. T. J., Warni, H., Arifin, S., Wati, I. D. P., Thamrin, L., & Suryadi, D. (2023). Modification of interactive multimedia with the ARA MODEL: study of development of football learning models in pandemic times. Retos, 50, 1289–1298. https://doi.org/10.47197/retos.v50.100587
Tathahira, T. (2020). Promoting students’ critical thinking through online learning in higher education: Challenges and strategies. Englisia: Journal of Language, Education, and Humanities, 8(1), 78–92. https://doi.org/10.22373/ej.v8i1.6636
Umar, U., Okilanda, A., Suganda, M. A., Mardesia, P., Suryadi, D., Wahyuni, D., Widyastuti, S. R., Samodra, Y. T. J., & Kurniawan, F. (2023). Blended learning and online learning with project-based learning: Do they affect cognition and psycho-motor learning achievement in physical conditions? Retos, 50(556–565). https://doi.org/10.47197/retos.v50.99965
Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. Prosiding Seminar Nasional Pendidikan Matematika, 1(26), 263–278.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
