The Effectiveness of Science Learning using Contextual Teaching and Learning to Improve Elementary School Students' Critical Thinking Skills
- DOI
- 10.2991/icei-17.2018.104How to use a DOI?
- Keywords
- Critical Thinking Skills, Natural Sciences
- Abstract
This study aims to examine the effectiveness of science learning which applied Contextual Teaching and Learning (CTL) to improve the critical thinking skills of elementary school students on the topic of balance and preservation of natural resources. This research is a part of a development study with the main focus on the analysis of the effectiveness of learning aids using one group pre-test post-test. The study was conducted at SD Al Muslim, one of the primary schools (SD) in East Java, with a total sample of 80 students divided into three classes. Before the learning with CTL approach was carried out, students were given pre-test of Critical Thinking Skills (KPS) and after learning, students were again given the same KPS test as the final test (post-test). Data in the form of KPS skills, activities, and student responses were respectively collected using KPS test instrument, student activity observation sheet, and student response question. The collected data were then analyzed using a paired t-test, ANOVA, and descriptive analysis. Research has shown that CTL-based science learning is effective in improving students' critical thinking skills.
- Copyright
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Zaimatus Zaifaro AU - Mr. Muhari AU - B. Jatmiko PY - 2018/02 DA - 2018/02 TI - The Effectiveness of Science Learning using Contextual Teaching and Learning to Improve Elementary School Students' Critical Thinking Skills BT - Proceedings of the 1st International Conference on Education Innovation (ICEI 2017) PB - Atlantis Press SP - 390 EP - 393 SN - 2352-5398 UR - https://doi.org/10.2991/icei-17.2018.104 DO - 10.2991/icei-17.2018.104 ID - Zaifaro2018/02 ER -