Implementation of Contextual Teaching and Learning in Curriculum
at Education Unit Level (KTSP) as an Effort to Improve Geography
Learning Outcomes
Fahmi Fahrudin Fadirubun, Nugroho Hari Purnomo Sri Murtini
Aida Kurniawati,
Ketut Prasetyo and Rindawati
Department of Geography, State university of Surabaya
, Surabaya City, East Java, Indonesia
Keywords: Implementation, Contextual Teaching Learning (CTL), Learning Outcomes.
Abstract: The purpose of this study was to determine the Implementation of Contextual Teaching and Learning in the
Curriculum of the Education Unit Level to Improve Student Learning Outcomes in Geography Subjects for
Class VIII of SMP Al-Wathan Ambon, with the material used being the diversity of landforms with the
competency standard of understanding the human environment. This research model is Classroom Action
Research. The respondents of the study were 33 students in class VIII-3 consisting of 20 males and 13 females.
Based on the results of the study, it can be said that student learning outcomes through the contextual teaching
and learning approach using the articulation learning model in class VIII-3 of SMP Al-Wathan Ambon can
help students master the material and improve student learning outcomes in the Geography Social Studies
subject. This is evidenced by the changes that occur at each meeting during the learning process carried out
in each cycle. Which changes in student learning outcomes from cycle I, the acquisition of scores based on
the Minimum Completion Criteria (KKM) was only 5 students, while 28 students did not achieve the
Minimum Completion Criteria (KKM) with an average score of 47. In cycle II, all students had succeeded in
achieving the Minimum Completion Criteria (KKM) with a total of 33 students, all of whom had succeeded
100%, namely by obtaining an average score of 84 from 33 students because they had achieved the Minimum
Completion Criteria (KKM), so this research ended in this second cycle.
1 INTRODUCTION
Development is a continuous process that covers all
aspects of people's lives, including social, economic,
political, and cultural aspects, with the aim of
improving the welfare of the nation's citizens as a
whole. In the development process, the role of
education is very strategic (Zamroni, 2003: 2) Based
on the concept above, how important education is in
human life, the progress or decline of a nation is seen
from the education factor, therefore education must
be implemented as well as possible so that the
expected goals can be achieved, therefore in this era
of development, the problem of Indonesian education
receives very special attention.
Development in the field of education is one part
of national development that plays an important role
in improving the quality of human resources.
National education development must be improved in
order to realize the ideals and goals of the nation. The
problem of education quality is a fairly important
problem, so the government emphasizes education
development to improve and expand basic education
in order to realize and strengthen the implementation
of compulsory education, as well as increase the
expansion of learning abilities at the level of
education towards achieving the goals of national
development of the nation. Educational institutions
occupy an important strategy with a number of series
of teaching processes that cannot be separated as a
study in the implementation of the curriculum in
order to achieve its goals.
Education is essentially a conscious effort to
develop personality and abilities inside and outside
school and lasts a lifetime. Education is also the
responsibility of the family, society and government.
Can develop high intelligence and accompanied by
noble character. Love your nation and love your
fellow human beings according to the 1945 law.
Fadirubun, F. F., Purnomo, N. H., Murtini, S., Kurniawati, A., Prasetyo, K. and Rindawati,
Implementation of Contextual Teaching and Learning in Curriculum at Education Unit Level (KTSP) as an Effort to Improve Geography Learning Outcomes.
DOI: 10.5220/0013413300004654
In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 491-499
ISBN: 978-989-758-752-8
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
491
Since 2001, based on Law Number 22 of 1999
concerning regional government which was later
replaced by Law Number 32 of 2004 concerning
regional government, regional autonomy in the fields
of education and culture has been implemented. The
main vision of autonomy in the implementation of
education is based on efforts to empower local
communities to determine the type and content of the
curriculum, the learning process and the learning
outcome assessment system, teachers and principals,
facilities and learning resources for their sons and
daughters. The role of the government, both
represented by technical departments and by local
governments (Pemda) at the sub-district, district, and
provincial levels, is to provide support in the form of
funds, facilities, and expertise so that educational
services can be implemented that are beneficial for
the development of real life in the community and are
carried out by the community itself by referring to
national and international academic quality standards.
The quality of the nation in the future depends on
today's education, especially on formal education
received at school. What is achieved by the school is
determined by the school's curriculum. So whoever
masters the curriculum holds the fate of the nation and
state. So it can be understood that the curriculum as a
tool that is so vital for the development of the nation
is held by the government of a country. It can also be
understood how important the effort to develop the
curriculum is. Therefore, every teacher is the main
key in implementing the curriculum, so he must also
understand the ins and outs of the curriculum. To a
certain extent, teachers are also curriculum
developers for their classes.
Law number 20 of 2003 concerning the national
education system, article 36 paragraph 2, states that
the curriculum at the level and type of education unit
is developed with the principle of diversification in
accordance with the education unit, regional
potential, and students. Education units based on local
excellence are a new paradigm of education to
encourage accelerated development in the region
based on the potential of the local community. In this
case, commodity zoning must be accompanied by
localization of education based on local excellence.
This is not only related to the curriculum that also
pays attention to local content (article 37 paragraph 1
letter j), but also clarifies the specialization of
students, to immediately enter the world of work in
their immediate environment, and also to become
experts in the field. Thus, the problem of providing
labor is easily available and can even be achieved
automatically. Greater autonomy is given to
schools/madrasahs regarding curriculum
development, which is then referred to as KTSP
(Education Unit Level Curriculum), namely the
operational curriculum compiled by and implemented
in each education unit (school/madrasah).
SMP Al-Wathan Ambon is one of the formal
educational institutions in Maluku that implements
Contextual Teaching Learning (CTL) in KTSP, but in
the implementation of CTL in KTSP it is considered
not optimal in accordance with the actual demands of
KTSP, this is because many factors influence the
implementation of Contextual Teaching Learning, for
example the lack of information obtained by subject
teachers regarding the curriculum and the concept of
Contextual Teaching Learning, the lack of
performance coaching or teacher professionalism
towards the development of contextual teaching
learning so that the concept of contextual teaching
learning is less successful. This can be seen from the
lack of student desire to follow the Geography
learning process. Students tend to listen to what the
teacher teaches without being involved in the
teaching and learning process, this can result in an
increase in learning outcomes that are not optimal and
tend to fail.
2 METHOD AND MATERIAL
This type of research is classroom action research.
The purpose of classroom action research is to
improve or enhance the quality of classroom learning
that is experienced directly in interactions between
teachers and students who are learning. (Classroom
Action Research) is carried out in the form of a
repeated cycle in which there are four (4) main stages
of activity, namely; action planning, action
implementation, observation and reflection.
1. At this stage, researchers compile or develop
geography lesson plans, by considering materials that
are in accordance with the indicators.
2. Implementation of Actions
Taking action is intended to improve students'
learning abilities at the KKM level by implementing
contextual teaching learning.
3. Observation
Observation activities are carried out by involving
subject teachers to observe student behavior.
4. Reflection
Reflection in PTK includes analysis and assessment
of observations of actions taken.
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
492
Figure 1: Design of Reserahed.
3 RESULT
Brief history of the establishment of SMP AL-
Wathan Ambon Based on the decision of the
Indonesian Ministry of Religion in 1991 Number
116/O/1991, concerning the decree on the transfer of
Madrasah Ibtidaiyah Suasta (MIS AL-Wathan) to
the Al-Wathan Ambon Islamic Education Foundation
or AL-Wathan Ambon Junior High School (SMP).
Based on the above Ministry Decree, all facilities
and infrastructure of Madrasah Ibtidaiyah Suasta
(MIS Al-Wathan) Were Transferred to Al-Wathan
AMBON Junior High School (SMP) located at: Jl.
Al-Wathan Gunung Malintang / Sirimau / Ambon.
3.1 Vision / Mission of SMP AL-
Wathan Ambon
Vision: Disciplined, learning, asking & pious to
God Almighty
Mission:
a. Upholding discipline in teaching for all school
residents
b. Preparing arts / skills facilities
c. Improving the attitude of working hard & creating
in organizing the educational environment as a
regional insight mandala
d. Developing students' interests & talents in the
field of sports
e. Improving faith & piety through teaching and
learning activities and religious activities
continuously.
3.2 Objectives of SMP AL-Wathan
Ambon
a. Average national exam score reaches 7.50
b. Having an arts team that is able to appear as a
champion at the sub-district level
c. Becoming a finalist for the wiyata mandala at
the city level
d. Having a group of outstanding sports finalists
(volleyball, athletics / running) at the city and
provincial levels
e. An average of 95% of graduates have good
behavioral attitudes.
3.3 School Identity
a. School name: SMP AL-WATHAN AMBON
b. NPSN: 60103085
c. Foundation name: Al-Wathan Islamic Education
Foundation Ambon
d. Province: Maluku
e. City: Ambon
f. District: Sirimau
g. Address: Jl. Al-Wathan Gunung
Malintang/Sirimau/Ambon
h. Telephone: (0911) 343802
i. School status: Private
j. Year of Operation: 1991
3.4 Periodization of School Principals
from 1991 to Present
Table 1: Principal's Term of Office.
No
Name
Leadership Periode
Implementation of Contextual Teaching and Learning in Curriculum at Education Unit Level (KTSP) as an Effort to Improve Geography
Learning Outcomes
493
1.
2.
3.
4.
Ny.Zainab Sopamena
La Ode Nurdin
Samsudin Renhoat,
A. Rajab Kaimudin
Year 1991 1993
Year 1994 2002
Year 2003 2020
Year 2020 - Skarng
The data in table 1 shows that the periodization of the
principal from 1991-1993 was Mrs. Zainab
Sopamena, 1994-2002 was Mr. La Ode Nurdin, 2003
- 2022 was Mr. Samsudin Renhoat, and 2022 until
now is Mr. Abdul Rajab Kaimudin.
3.5 Number of Teachers at Al-Wathan
Middle School Ambon
Table 2: Number of Junior High School Teachers.
No
Gender
Frekuensi
Woman
1.
21 Person
32 Person
Based on the data in table 2, it is explained that the
total number of teachers at SMP Al-Wathan is 32
people, with 11 male teachers and 21 female teachers.
Table 3: Al-Wathan Middle School Student Data.
No. Class
Gender
Frekuensi
Man
Woman
1.
VII-1
18
12
30
2.
VII-2
19
9
28
3.
VII-3
18
11
29
4.
VII-4
19
10
29
5.
VII-5
21
8
29
6.
VIII-1
21
14
35
7.
VIII-2
18
16
34
8.
VIII-3
20
13
33
9.
VIII-4
18
14
32
10.
VIII-5
15
11
26
11.
IX-1
14
12
26
12.
IX-2
15
11
26
13.
IX-3
13
13
26
14.
IX-4
12
14
26
The data in table 3 shows that the number of
students in grade VII is 145 with a ratio of 95 males
and 50 females, the number of students in grade VIII
is 160 with a ratio of 92 males and 68 females, and
for students in grade IX is 104 with a ratio of 54 males
and 50 females.
4 DISCUSSION
The results of the study are described in stages in the
form of cycles - learning carried out in the teaching
and learning process in the classroom. In this study,
learning was carried out in 2 cycles as explained
below.
A. First cycle (meeting I)
1. Planning
The first step taken in cycle I is to analyze the
curriculum and create a learning implementation plan
(RPP) with competency standards: 1. Understanding
the human living environment: 1.1 describing the
diversity of landforms and indicators: Describing
exogenous natural processes that cause landforms,
explaining the positive and negative impacts of
exogenous and efforts to overcome them: the data
collection technique used is the final test.
2. Implementation
Cycle one starts on Friday in class VIII 3, at 1,2,3
starting at 07.30 WIT until 09.45 WIT, the
implementation of learning in cycle one is in
accordance with the learning implementation plan
(RPP) that has been made (attachment 2). A brief
description of the learning implementation plan
(RPP) is as follows:
3. Observation and Evaluation
Observation is carried out during the teaching and
learning process in the classroom and after the
implementation of the teaching and learning process.
Observation is intended to collect data.
Table 4: Lesson Plan.
Teacher
Student
Time
A. Initial Activities
- Greeting and
praying
- Student attendance
- Writing the topic to
be studied, namely
"exogenous natural
processes"
-
Exploring students'
prior knowledge
through questions
such as "What is
meant by exogenous
natural processes"?
- Respond to
what the
teacher says
-
Listen and
respond to
what the
teacher says
- See and listen
to what the
teacher shows
-
Respond to
what the
teacher says
10’
B. Core Activities
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
494
- Provide questions to
state the definition of
exogenous natural
processes
-
Explain exogenous
natural processes
- Provide
opportunities for
students to find
problems that exist in
exogenous natural
processes
- Provide assessments
- Answer
questions
given by the
teacher
-
Listen to the
teacher's
explanation
carefully
-
Respond to
the teacher's
explanation
-
Students can
find their own
answers to a
problem being
solved.
110”
C. Conclusion
- Directing students to
summarize the
material studied.
-
Giving final test
questions to work on
- Make a summary
of the material
studied
-
Work on the final
test questions
15’
The data collected includes:
a. Results of observations of student activities
This data is obtained using observation techniques
by observing student activities in the teaching and
learning process in the classroom.
b. Data on student learning outcomes
This data is obtained using test techniques. Which
is designed to obtain how much material can be
absorbed by students and how much the level of
student learning completion is. From the
implementation of the final test meeting in cycle I
(Appendix I). it can be seen that almost all students
get scores below the minimum completion criteria
(KKM) which is 70. There are only 5 students who
get scores above KKM, namely above 70, the results
of the final test assessment in cycle I are seen in the
following table:
Table 5: Minimum Completion Criteria.
No Student Name
Meeting I
Ket.
Cycle I
Final Test
1.
AR
70
T
2.
RH
50
TT
3.
SP
40
TT
4.
HS
30
TT
5.
SK
40
TT
6.
MSU
60
TT
7.
FB
40
TT
8.
PEH
70
T
9.
ST
50
TT
10.
FP
30
TT
11.
HR
50
TT
12.
AKR
50
TT
13.
FC
40
TT
14.
RL
40
TT
15.
NSS
30
TT
16.
SS
70
T
17.
KM
50
TT
18.
FS
40
TT
19.
IL
40
TT
20.
IM
50
TT
21.
JK
50
TT
22.
NM
70
T
23.
SS
40
TT
24
AT
50
TT
25
YR
40
TT
26
NP
50
TT
27
TS
30
TT
28
N
70
T
29
NCT
30
TT
30
RK
40
TT
31
TIW
50
TT
32
AW
40
TT
33
MP
60
TT
Average
47
In table 3 the achievement of student learning
outcomes in cycle I using the CTL approach, obtained
33 students of class VIII 3, namely, the lowest score
is 30, and the highest score is 70, the number of
students whose final test scores have not reached the
minimum completion criteria (KKM) is 28 people
and the number of students whose final test scores
have reached KKM is 5 people. The final test score
has reached KKM is 5 people. The average (mean)
class score is 47. Thus, it is clearly illustrated that the
abilities of most students have not reached the
minimum completion criteria (KKM) to be achieved,
namely 70.
4. Reflection and Re-planning
The successes and failures that occurred in cycle I
are as follows:
a. The teacher is not yet accustomed to creating a
learning atmosphere that leads to the CTL approach
using the articulation learning model. This can be
seen from the teacher not providing an explanation of
Implementation of Contextual Teaching and Learning in Curriculum at Education Unit Level (KTSP) as an Effort to Improve Geography
Learning Outcomes
495
the CTL approach using the articulation learning
model.
b. Some students are not yet accustomed to
learning conditions in classes that use the CTL
approach using the articulation learning model.
c. There are still final student tests in cycle I, only
5 students whose final test scores reach the minimum
completion criteria (KKM) which is 70 with an
average of 47%. Most students get final test scores
below the KKM score.
To improve weaknesses and maintain the
implementation of cycle II, the following planning
forms can be made:
a. The teacher provides an explanation of the CTL
approach using articulation learning.
b. Provide motivation to students to be more
active in learning.
c. More intensively guide students who
experience difficulties.
B. Second Cycle (1 Meeting)
1. Re-Planning
After the reflection in cycle I, the next step taken
in cycle II is to prepare a learning implementation
plan (RPP) with competency standards: 1.
Understanding the human living environment: 1.1
describing the diversity of landforms and indicators:
showing the types of erosion and their causes, giving
examples of the appearance of sedimentation results,
The data collection technique used is the final test.
2. Cycle II begins on Wednesday in class VIII 3,
Lessons 1, 2, 3 start at 07.30 WIT until 09.45 WIT,
the implementation of learning in cycle II is in
accordance with the learning implementation plan
(RPP). A brief description of the learning
implementation plan (RPP) is as follows:
Table 6: Lesson Plan.
Teacher
Student
Time
D. Initial Activities
- Greeting and praying
- Student attendance
- Writing the topic to
be
studied, namely
"erosion and
sedimentation
processes"
- Mentioning
indicators of success
that must be
achieved in learning.
- Respond to
what the
teacher says
-
Listen and
respond to
what the
teacher says
- See and listen
to what the
teacher shows
10’
- Respond to
what the
teacher says
E. Core Activities
- Explaining about
erosion and
sedimentation
-
Giving students the
opportunity to find
problems from the
material.
- Giving assessment
- Pay close
attention to the
teacher's
explanation.
- Respond to the
teacher's
explanation
- Respond to the
teacher's
explanation
-
Students can
find their own
answers to a
problem being
solved.
110”
F. Conclusion
- Directing students to
summarize the
material studied
-
Giving final test
questions to work on
- Make a summary
of the
material
studied
-
Work on the final
test questions
15’
3. Observation and Evaluation
Observations were made during the teaching and
learning process in the classroom and after the
implementation of the teaching and learning process.
c. Results of student activity observations
This data was obtained using observation
techniques by observing student activities in the
teaching and learning process in the classroom.
d. Data on student learning outcomes
This data was obtained using test techniques.
Which were designed to obtain how much material
students could absorb and how high the level of
student learning completion was. From the
implementation of the final test at the end of the
meeting in cycle II. it can be seen that almost all
students obtained scores above the minimum
completion criteria (KKM), which is above 70. The
results of the final test assessment in cycle II are seen
in the following table:
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
496
Table 7: Minimum Completion Criteria
No Student Name
Meeting I
Ket.
Cycle II
Final Test
1.
AR
100
T
2.
RH
80
T
3.
SP
70
T
4.
HS
70
T
5.
SK
80
T
6.
MSU
90
T
7.
FB
80
T
8.
PEH
100
T
9.
ST
80
T
10.
FP
90
T
11.
HR
90
T
12.
AKR
80
T
13.
FC
70
T
14.
RL
80
T
15.
NSS
80
T
16.
SS
100
T
17.
KM
80
T
18.
FS
80
T
19.
IL
90
T
20.
IM
80
T
21.
JK
70
T
22.
NM
100
T
23.
SS
90
T
24
AT
90
T
25
YR
70
T
26
NP
80
T
27
TS
70
T
28
N
100
T
29
NCT
70
T
30
RK
80
T
31
TIW
100
T
32
AW
90
T
33
MP
80
T
Average
84
In the table of student learning outcomes in cycle
II on the CTL approach using the articulation learning
model, the results obtained for class VIII 3 students
are that all students obtained scores above the
minimum completion criteria (KKM) which is above
70. There were even 6 students who obtained a score
of 100, the average class score was 84, thus it is
clearly illustrated that the abilities of most students
have reached the minimum completion criteria
(KKM) that they want to achieve, namely 70.
4. Reflection
The successes obtained in cycle II are as follows II:
a. Student activities in the teaching and learning
process have led to better learning. Students are able
to interact between students and students with
teachers, even interactions with the environment.
Students are able to participate in activities and
complete assignments on time.
b. Increasing student activity in the teaching and
learning process in the classroom is supported by
increasing teacher activity in maintaining and
improving the learning atmosphere that leads to the
CTL approach by using the articulation learning
model, intensive teachers guiding students in the
teaching and learning process.
c. Increasing student learning outcomes in
carrying out the final test. This can be seen from the
results of the final test in cycle I, where only 5
students achieved the KKM. Then increasing cycle II,
it turned out that there were 33 students all achieving
the KKM, namely 70, with an average class score of
47 in cycle I increasing to 84 in cycle II.
Discussion
Classroom Action Research (CAR) with the CTL
approach using the articulation learning model at
SMP Al-Wathan Ambon, class VIII 3 students clearly
illustrate that there is a comparison between the
achievement of learning outcomes in cycle I and
Cycle II. This comparison is very clearly illustrated
by the existence of student learning outcomes such as
the final test results obtained after the implementation
of the teaching and learning process obtained after the
implementation of the teaching and learning process
which refers to each stage in the implementation of
each cycle in CAR. The values obtained by students
can be seen in the following table: Based on the data
in table 3.6 in cycle I, it is clear that there are students
who have the highest score of 70 and the lowest score
of 30, while in cycle II it is clear that there are
students who have the highest score of 100 and the
lowest score of 70. The average score in cycle I is 46
and cycle II is 84.
Table 8: Minimum Completion Criteria.
No Student Name Cycle I Cycle II
Improv
ement
1.
AR
70
100
30
2.
RH
50
80
30
3.
SP
40
70
30
4.
HS
30
70
40
Implementation of Contextual Teaching and Learning in Curriculum at Education Unit Level (KTSP) as an Effort to Improve Geography
Learning Outcomes
497
5.
SK
40
80
40
6.
MSU
60
90
30
7.
FB
40
80
40
8.
PEH
70
100
30
9.
ST
50
80
30
10.
FP
30
90
50
11.
HR
50
90
40
12.
AKR
50
80
30
13.
FC
40
70
30
14.
RL
40
80
40
15.
NSS
30
80
50
16.
SS
70
100
30
17.
KM
50
80
30
18.
FS
40
80
40
19.
IL
40
90
50
20.
IM
50
80
30
21.
JK
50
70
20
22.
NM
70
100
30
23.
SS
40
90
50
24
AT
50
90
40
25
YR
40
70
30
26
NP
50
80
30
27
TS
30
70
40
28
N
70
100
30
29
NCT
30
70
40
30
RK
40
80
40
31
TIW
50
100
50
32
AW
40
90
50
33
MP
60
80
20
Average
47
84
36
In cycle I, the average score of students on the
final test, which was 46, increased to 84 in cycle II.
This increased because the level of adaptation and
mastery of the material that is more towards the CTL
approach using the articulation learning model
increased in cycle II. In cycle I, students were almost
all. However, in cycle II, students as a whole were
able to answer every question given.
In cycle I, teachers were not yet accustomed to
creating a learning atmosphere that led to the CTL
approach using the articulation learning model. This
can be obtained from the results of observations of
teacher activities in the teaching and learning process
in the classroom. In cycle II, teachers have intensively
guided students in the teaching and learning process
and have been able to create a learning atmosphere
that leads to the CTL approach using the articulation
learning model.
From the results above, it is supported by.
Kunandar (2010:45) stated that classroom action
research is carried out by teachers with the aim of
improving the class. The focus of PTK is on students
who are in class.
4 CONCLUSIONS
Based on the results of the study, it can be concluded
that the learning outcomes of exogenous material in
class VIII 3 using the CTL approach with the
Articulation learning model show that students are
able to master the material, where in cycle I the
average value achieved was 47 and in cycle II
increased to 84, so the average increase was 36. then
observations were made on the CTL approach using
the articulation learning model, it was seen that there
was an effect of increasing student learning
outcomes, this was proven and the final test where
most students had achieved the minimum
completeness criteria (KKM). The CTL approach
using the article learning model, especially in
geography subjects in class VIII 3 of SMP AL-
WATHAN Ambon, can improve student learning
outcomes because most students are successful in
using the CTL approach.
ACKNOWLEDGEMENTS
We would like to express our gratitude to the
principal, teachers and the entire extended family of
SMP AL-WATHAN AMBON who have allowed us
to collect data in the field and have been good partners
in supporting this research until completion.
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