The Effect of Contextual Teaching and Learning (CTL) Strategy with

the Assistance of Multimedia on Students’ Learning Outcomes

Togi Martua Damanik

, Khoirul Pahmi

, Muhammad Farras Nasrida

, Devi Tamala Br.Ginting

and

Desi Hikma Sitompul

Postgraduate Student Education of Economy, Universitas Negeri Medan, Medan -Indonesia

Keywords: CTL Learning Strategy, Multimedia, Students’ Learning Outcomes

Abstract: The problem of this study is the low learning outcomes of students. This research aimed to investigate the

effect of Contextual Teaching and Learning (CTL) with Multimedia on learning outcomes of eleventh grade

students of SMKS AL-Washliyah 3 Medan in the academic year of 2018/2019. The population of this

research is all eleventh grade students of SMKS Al-Washliyah 3 Medan, which is 50 students in total. The

sample of the research was taken using total sampling, which means all students were made to be the sample

of the research. Classes made to be the sample of this research are XI AP and XI AK which consisted of 50

students. The data collecting techniques used were observation, documentation and test. Instrument used is

objective test of multiple-choice test consisted of 20 questions with five-choice answers. The technique used

in the data analysis are normality test, homogeneity test, and hypothesis test which are made as parameters

to draw conclusion. The data analysis showed that the average score of experiment class was 80 with

standard deviation of 9.68 where variance value was 93.75. Meanwhile, the averace score of class control

was 73 with standard deviation of 10.61 where 112.50 was the variance value. The testing of the hypothesis

was done using t-testing with dk = n1 + n2 – 2 = 25 + 25 – 2 = 48 on the siginificance level of 95%, it was

obtained that ttable was 1,677 dan tvalue was 2,29. The result of the hypothesis test showed that tvalue

(2,29) > ttable (1,677 ), therefore, the hypothesis was accepted.

1 INTRODUCTION

Education is an effort of human to develop self

potential through the learning process. Education in

Indonesia has not achieved the desired results

compared to other countries. The government has

done various ways to improve the quality of

teachers, fulfill teaching materials, and provide

equipment for teaching and learning in schools. The

ways of the government in improving the quality of

teachers are done by (1) task learning programs, (2)

certification programs, and (3) training and work

shop.

This is done by the government to improve the

quality of teachers. Because in the context of

education, teachers are the main actors of education.

Teachers have a very broad and strategic role

because teachers are at the forefront of education.

Teachers deal with students directly in learning

activities which include activities of transferring

science and technology and instilling positive values

through guidance and role models, both in behavior

and in language.

When the quality of the teacher has been

improved, what is done next is the transferring of

knowledge called the teaching and learning process.

Learning is an effort to obtain knowledge and who

controls knowledge will get success. To obtain

success, there are certainly many obstacles that must

be faced by students in the learning process.

However, in capturing the contents and messages of

learning, during learning process, students use

abilities in the domains as follows: (1) cognitive

which is the ability related to knowledge, reasoning

and thought; (2) affective which is the ability to

prioritize feelings, emotions, reactions that are

different from reasoning; (3) psychomotor, which is

the ability to prioritize physical skills. A teacher can

observe the behavior of students who have learned

by comparing to the behavior of the students before

they learn.

The application of active, innovative and fun

learning method can help students to listen to the

learning given by the teacher when learning in class.

Damanik, T., Pahmi, K., Nasrida, M., Ginting, D. and Sitompul, D.

The Effect of Contextual Teaching and Learning (CTL) Strategy with the Assistance of Multimedia on Students’ Learning Outcomes.

DOI: 10.5220/0009497901710174

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 171-174

ISBN: 978-989-758-432-9

171

In the teaching and learning process, a teacher must

certainly have the competence in teaching and

teaching students. Teachers as educators are the

most social and interact with students compared to

others in school. A teacher must be professional in

carrying out his duties, the teacher can make

teaching a task that must be carried out by giving

birth to intelligent students and able to get along

with the world of work when they graduate from

school. Teachers must be able to plan and carry out

the learning process, assess learning outcomes,

conduct training guidance, conduct research and

communicate with the community.

In Vocational Schools (SMK), especially the

subjects of entrepreneurship are important subjects

in the marketing department. When researcher did

an observation at SMKS Al-Washliyah 3 Medan, the

teachers of entrepreneurship subject still used an

expository learning strategy. The teacher only used

the lecture method, so that the learning system was a

one-way learning system. The teacher explained to

students then the students are given practice

questions and discuss. This is certainly not enough

because it does not generate creativity and

enthusiasm for student learning. This condition will

have an impact on students' learning outcomes.

The same thing was found by researcher when

conducting interviews with some eleventh grade

students, they said that the learning atmosphere was

not interesting. Teachers only depended on the

textbook. This is what makes learning boring and

causes laziness in students which ultimately affects

students' learning outcomes. Circumstances like this

will also affect students' level of understanding as

students will only understand as long as the material

is delivered. After that students will just forget the

material because the concepts embedded in students'

minds are not so strong since when the teaching and

learning process takes place, students do not

participate in learning. Based on this observation,

the research could tell that the learning outcomes of

students in entrepreneurship subjects were still low

which did not meet the Minimum Criteria of

Mastery learning set by the school which is 75.

The low student learning outcomes could be seen

from the achievement of the final results in the daily

tests conducted by the teacher. From 50 students,

there were only 19 people who scored above 75 and

fulfilled the KKM. Meanwhile, 31 people still

scored below 75, which meant they had not met the

KKM.

From the data above, it can be concluded that the

learning outcomes of entrepreneurship subject of the

eleventh grade students were still low. This can be

seen from the scores of students that were still under

the KKM (Minimum Criteria of Mastery Learning).

Based on the results of the conducted interviews at

school for students and teachers, that teachers still

taught students with an expository strategy which is

a type of learning that emphasizes more on speaking

to students. Thus, students easily feel bored during

the teaching and learning process. Therefore,

teachers need to design active and interesting

learning strategies that can encourage students to

participate in learning activities. If the teaching and

learning process is still monotonous, then students

will become bored and less motivated to learn so

that it will have an impact on student learning

outcomes. However, if the teacher designs an

interesting learning strategy, it will certainly

increase students' desire to learn and create creativity

in obtaining good learning outcomes.

Effort that can be done to reduce the monotonous

classroom atmosphere is applying learning

strategies and dividing students into heterogeneous

small groups. Therefore, teaching and learning

activities are more student-centered, while teachers

are only as mentors, motivators, and facilitators in

the classroom. Of the many learning strategies, the

choice of researchers is the Multimedia-assisted

Contextual Teaching and Learning learning (CTL)

strategy.

From the above explanation, the researcher was

interested to conduct a research entitled: The Effect

of Contextual Teaching and Learning (CTL)

Strategy with the Assistance of Multimedia on

Students’ Learning Outcomes of Entrepreneur

Subject of Class XI of SMKS Al-Washliyah 3

Medan in the Academic Year of 2018/2019”.

2 LITERATURE REVIEW

Contextual Teaching and Learning (CTL) is learning

taught by linking learning material with something

experienced by students in real-world life, or events

experienced by students in daily life and applied to

classroom learning. In Contextual Teaching and

Learning (CTL) strategy,students are required to

play an active role in learning activities. While

multimedia is defined as a collection of computer-

based media and communication systems that have a

role to build, store, deliver and receive information

in the form of text, graphics, animation, audio, video

and so on. Therefore, the use of media when

teaching is highly recommended with the intention

of strengthening the quality of learning. With this

concept, the learning process takes place naturally in

the form of student work activities and experiences,

not the transfer of knowledge from teacher to

student. So that learning will be more meaningful for

students if students experience or practice their own

what they learn not only knowing it. So learning

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using Multimedia learning strategies Contextual

Teaching and Learning will help students improve

remembering that learning material is longer stored

in memory because students themselves experience

the learning.

Contextual Teaching and Learning (CTL) is

strategies that involve students fully in the learning

process. Students are encouraged to do activities

studying subject matter in accordance with the topics

they will learn. Learning and the context of CTL are

not just listening and taking notes, but learning is a

process of direct experience. Contextual Teaching

and Learning (CTL) strategy is a conception that

helps teachers associate subject content with real-

world situations, and motivates students to make

connections between knowledge and their

application in their lives as family members,

citizens, and labor (Trianto, 2014: 138).

Sanjaya (2013: 256) explains that there are 5

important characteristics in the learning process that

use the CTL strategy, which are:

1. In CTL, learning is the process of activating

existing knowledge, meaning that what is

learned cannot be separated from the knowledge

that has been learned, thus the complete

knowledge has interrelationship with one

another.

2. Contextual learning is learning in order to

acquire and add new knowledge. The new

knowledge is acquired by deductive means that

learning begins with learning in its entirety and

paying attention to the details.

3. Understanding of knowledge, meaning that the

knowledge gained is not to be memorized but to

be understood and believed, for example by

asking for responses from others about the

knowledge gained and based on the responses

that knowledge is developed.

4. Practicing this knowledge and understanding

means that the knowledge and experience

gained must be applicable in the lives of

students so that behavioral changes appear in

their students.

5. Reflecting on knowledge development

strategies. This is done as feedback for the

process of improvement and improvement of

the strategy.

Trianto (2014: 144) explained that in general, the

steps for implementing CTL strategies in class are as

follow:

1. Develop the idea that children will learn more

meaningfully by working alone, finding

themselves, constructing their own new

knowledge and skills.

2. Implement as far as possible inquiry activities

for all topics.

3. Develop the curiosity of the students by giving

them questions.

4. Create learning communities (learn in groups).

5. Present model as as example of learning.

6. Do reflection in the end of the meeting.

7. Do the real assessment in various ways.

Trianto (2014:144) explains that CTL has seven

main components, they are:

1. Contrutivism

2. Inquiry

3. Questioning

4. Learning Community

5. Modelling

6. Reflection

7. Authentic Assessment

Multimedia is a medium that combines two

elements or more media consisting of text, graphics,

images, photos, audio, and animation and integrated

(Ariani and Haryanto, 2010: 25)

Learning multimedia characteristics are the first

to have more than one convergent media, for

example combining audio and visual elements. It is

interactive, in the sense of having the ability to

accommodate user responses. It is independent, in

the sense of providing ease and completeness of

content such that users can use without guidance

other people (Ariani and Haryanto, 2010: 26)

The benefits of multimedia learning is that the

learning process is more interesting, more

interactive, the amount of teaching time can be

reduced, the quality of student learning can be

motivated and boosted and learning can be done

wherever and whenever (very flexible), and students'

learning attitudes and attitudes can be improved and

centered (Ariani and Haryanto, 2010: 26)

Learning outcomes can be explained by

understanding the two words that compose it,

namely ‘Outcomes‘ and ‘learning‘. Definition of

outcomes (product) refers to an acquisition due to an

activity or process that results in a functional change

in input. In the input-process-outcome cycle,

outcomes can be clearly distinguished from inputs

due to changes in the process. Similarly, in teaching

and learning activities, after experiencing learning,

students change their behavior compared to before.

Learning is done to try to change behavior in

individuals who learn. Behavioral change is a result

of learning outcomes.

3 RESEARCH METHOD

Type of Research

This research is an experimental research. The

dependent variable in this research is the learning

The Effect of Contextual Teaching and Learning (CTL) Strategy with the Assistance of Multimedia on Students’ Learning Outcomes

173

outcomes with the independent variable Contextual

Teaching and Learning (CTL) learning strategies

with the assistance of Multimedia.

Time and Place of Research

This research was conducted at SMKS Al-

Washliyah 3 Medan, Jl. Garu 2A No. 2 Medan. This

research was conducted in Class XI in odd semester

of academic year 2018/2019.

Data Collecting Technique

In this research, the data was obtained directly by

giving treatment to two experiment classes.

Therefore, the data is primary data. The technique

used for data collecting is using test to measure the

entrepreneurship learning outcomes of the students.

Data Analysis Technique

The data analyzed is data of post-test result. The

data of the last condition is for describing the data of

the difference of the effectivity of Contextual

Teaching And Learning Learing (CTL) with

Multimedia help and Expository.

4 RESULT AND DISCUSSION

This research was started by giving treatment of

learning strategy. After the treatment, post-test was

given to find out the effect of the application of

Contextual Teaching and Learning (CTL) with the

help of the assistance of Multimedia and

Ekspository. From the result of the post-test, pre-

condition test was conducted to determine the

statistic technique that needed to be used.

Homogeneity test and normality test of post-test data

showed that it was normal distribution and had

homogeneic variance.

From the hypothesis test using t test, it was

obtained that tvalue > ttable showed that Ha was

accepted and Ho was rejected. Therefore, null

hypothesis that says that the average learning

outcomes of the students taught by Contextual

Teaching and Learning (CTL) strategy with the

assistance of Multimedia were higher that the

student learning results taught using expository

learning strategy were on significance level of 95%.

From the data obtained from the research results,

it was obtained that experiment class given treatment

with Contextual Teaching and Learning (CTL)

learning strategy with the assistance of Multimedia

had the everage of 80%. Meanwhile, the control

class given treatment with Expository learning

strategy had the average of 73. From the average

score of the two classes, there was a significant

difference between experiment class and control

class which means there was difference in term of

the learning outcomes between the studetns of the

two classes.

Therefore, a conclusion can be drawn that the

application of Contextual Teaching and Learning

(CTL) with the assistance of Multimedia had more

significant effect compared to the application of

Expository learning strategy.

5 CONCLUSION

The average learning outcomes of entrepreneurship

class taught using Contextual Teaching and

Learning (CTL) with the assistance of Multimedia

were higher than those of class taught by using

Expository-learning strategy. The average learning

outcomes of experiment class was 80 while the

average learning outcomes of control class was 73

From the hypothesis tess, it was obtained that

tvalue was 2,29 and ttable was 1,677 on

siginificance level of 95% dk = n1 + n2 – 2 = 25 +

25 – 2 = 48. If tvalue was compared to ttabel then, it

was obtained that tvalue 2,29 > ttable was 1,677.

Therefore, the hypothesis that says that there was a

positive and significant effect of the application of

Contectual Teaching and Learning (CTL) with the

assistance of Multimedia on the learning outcomes

of the eleventh grade students of SMKS Al-

Washliyah 3 Medan in the academic year of

2018/2019 was accepted. In addition, the learning

outcomes obtained by the application of Contextual

Teaching and Learning (CTL) with assistance of

Multimedia was higher than the learning outcomes

obtained by the application of Expository learning

strategy.

REFERENCES

Ariani, N dan Haryanto, D. (2010). Pembelajaran

Multimedia Sekolah. Jakarta: Prestasi Pustaka.

Sanjaya, Wina. (2013). Strategi Pembelajaran:

Berorientasi Standar Proses Pendidikan. Jakarta:

Kencana Prenada Media Group.

Trianto, (2014). Mendesain Model Pembelajaran Inovatif-

Progresif. Jakarta: Kencana Prenada Media Group.

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