The Characteristics of CTL

Report
CTL
(Contextual Teaching and Learning)
By: Group 2
1.
2.
3.
4.
5.
Siti Sofiyah
Aya Shofia M.
Bernadeta Patria W.
Amalia Martha S.
Intan Mahyastuti
(110210151003)
(110210151008)
(110210151017)
(110210151021)
(110210151023)
Definition
Contextual Teaching and Learning (CTL) is a conception
of teaching and learning that helps teachers relate
subject matter content to real world situations and
motivates students to make connections between
knowledge and its applications to their lives as family
members, citizens, and workers.
The Characteristics of CTL
1. Meaningful learning
2. The existence of a strong link
between the material being studied
with the real world.
3. Students act critically and teacher
creative and inovative.
4. Using authentics assessment
Contextual Teaching and Learning
(CTL):
The 7 Principles
1.
2.
3.
4.
5.
6.
7.
Constructivism
Inquiry
Questioning
Learning Community
Modeling
Reflection
Authentic Assessment
Contextual Teaching and Learning (CTL):
The 7 Principles
1. Contructivism
Constructivism is the process of build or develop
new knowledge in students' cognitive structure based on
experience.
2. Inquiry
The second principle is the inquiry in contextual
learning. That is, the learning process is based on a search
and discovery through a process of thinking
systematically.
Contextual Teaching and Learning (CTL):
The 7 Principles
3. Questioning
Learning is basically asking and answering
questions. Questioning can be regarded as a reflection
of the curiosity of every individual, while answering the
questions reflects a person's ability in thinking.
4. Learning Community
In the contextual teaching and learning CTL)
implementation of learning communities can be done
by applying learning through study groups.
Contextual Teaching and Learning
(CTL):
The 7 Principles
5. Modeling
Modeling is a learning process as an example to
demonstrate something that can be emulated by every
student.
6. Reflection
Reflection is the process of settling the experience
has been learned that is done by re-sorting events or
events that have gone through the learning.
Contextual Teaching and Learning (CTL):
The 7 Principles
7. Authentic Assessment
Authentic assessment is the
process by the teacher to gather
information about the students
learning progress. This assessment
is needed to determine whether
students are actually learning or
not.
THE DIFFERENCES BETWEEN CONTEXTUAL TEACHING AND LEARNING
AND TRADITIONAL LEARNING
NO.
1.
CTL
TRADITIONAL
students actively engaged in the
learning process
students are passive recipients of
information
2.
students learn from friends
through group work, discussion,
mutual correction
students do individual learning
3.
learning linked to real-life or
simulated problems
abstract and theoretical learning
4.
behavior is built on selfawareness
behavior built on habits
5.
skills based on the basis of
understanding
skills based on the basis of training
6.
Gifts of good behavior is selfsatisfaction
Gifts of good behavior is praise or
value
7.
good behavior based on intrinsic
motivation
good behavior based on motivation
NO.
9.
CTL
TRADITIONAL
students are asked to take
responsibility to monitor and
develop their own learning
teacher is determining the course of
the learning process
10.
learning occurs in a variety of
places, context and setting
learning only occurs in the classroom
11.
learning outcomes measured in
learning outcomes measured in test
various ways: process, work, work of
result, performances, recordings,
test
CTL and Life Skill Education
There is some relationship between the CTL concept and
the concept of life skill education :
1. CTL is one embodiment of the concept of life skills
education
2. context used in the CTL is expected true - true to form or
enhance the skills of students,
3. students' skill formation in the form of a paradigm
constructivist life skills education is a program where
students skills that students have to be willing and brave
to face the problems of life and naturally without feeling
pressured, then proactively and creatively search for and
find a solution so that eventually able to overcome.
there are 5 aspects of life skills that will be achieved
with the concept of life skills that are divided into
two categories, namely:
1. General life skill
a. self awareness
b. thinking skill
c. social skill
2. Specific life skill
a. academic skill
b. vocational skill
application for the purpose of familiarizing students
with real-life fairy in the environment and raise
awareness about the meaning or value of one's actions
on the fulfillment of their needs. in addition, to provide
a choice of actions that can refer to creativity.
To realize this concept, the subjects serve to explain
natural phenomena in life so it is easier to understand
and easy to solve the problem. in other words, the
subjects are a tool to help develop problem-solving
skills and cope with life. For it, study subjects than for
the good in those subjects, but that a person can use in
life.
Scheme of the relation between study subject,
life skill and real life :
Real Life
Study Subject
Life Skill
Implementation of life skills education program was
developed through a careful needs assessment in
accordance with the potential of the region and its
development. to avoid programs that simply train
skills but no field work or can not be implemented as
a standalone business forms. education should ideally
be relevant to a variety of real life. due to such issues
in education i can not give you the knowledge to cope
with what the community need

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