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

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.

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

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.

Gender

Frekuensi

Man

Woman

11 Person

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

VII-1

VII-2

VII-3

VII-4

VII-5

VIII-1

VIII-2

VIII-3

VIII-4

10.

VIII-5

11.

IX-1

12.

IX-2

13.

IX-3

14.

IX-4

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

MSU

PEH

10.

11.

12.

AKR

13.

14.

15.

NSS

16.

17.

18.

19.

20.

21.

22.

23.

NCT

TIW

Average

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

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

100

MSU

PEH

100

10.

11.

12.

AKR

13.

14.

15.

NSS

16.

100

17.

18.

19.

20.

21.

22.

100

23.

100

NCT

TIW

100

Average

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

100

Implementation of Contextual Teaching and Learning in Curriculum at Education Unit Level (KTSP) as an Effort to Improve Geography

Learning Outcomes

497

MSU

PEH

100

10.

11.

12.

AKR

13.

14.

15.

NSS

16.

100

17.

18.

19.

20.

21.

22.

100

23.

100

NCT

TIW

100

Average

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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