The Effect of Contextual Teaching and Learning (CTL) Model on Reaction Rate Material on Critical Thinking Ability and Character of Student

Muh. Arwin, Masrid Pikoli, Mangara Sihaloho, Wiwin Rewini Kunusa, Julhim S. Tangio, Haris Munandar

Abstract


This research investigates the impact of the Contextual Teaching and Learning (CTL) model on critical thinking abilities and student character in the reaction rate topic at SMA Negeri 3 Gorontalo Utara. This research employs a quantitative methodology with a near-experimental design, specifically employing a one-group pre-test and post-test design. Data were gathered through questionnaires and tests. The study's population consisted of grade XI students at SMA Negeri 3 Gorontalo Utara throughout the opening term of the academic cycle for 2024-2025. A total sampling method was used, selecting 50 students from two classes who enrolled in chemistry specialization. The findings indicate that the application of the CTL model led to an improvement in critical thinking skills, with the experimental class showing a mean pre-test result of 37.56% and a post-test result of 84.22%, whereas the replication group recorded pre-test and post-test averages of 37.33% and 83.89%, respectively. As for character growth, the experimental group displayed an average score of 80.13%, while the replication group showed 79.90%. Both classes demonstrated significant progress, as shown by the consistency of the results in both groups. The outcomes of the paired sample t-test reveal a noteworthy value of 0.000 < 0.05, prompting the dismissal of H0 and the endorsement of Ha, confirming that the CTL model positively affects critical thinking skills and student character in reaction rate material.

Keywords


Contextual Teaching and Learning; Critical Thinking; Character; Reaction Rate

Full Text:

PDF

References


Ansani, & Samsir, H. M. (2022). Bandura’s Modeling Theory. Jurnal Multidisiplin Madani, 2(7), 3067–3080. https://doi.org/https://doi.org/10.55927/mudima.v2i7.692

Anuraga, G., Indrasetianingsih, A., & Athoillah, M. (2021). Pelatihan Pengujian Hipotesis Statistika Dasar dengan Software R. BUDIMAS?: JURNAL PENGABDIAN MASYARAKAT, 3(2), 327–334. https://doi.org/https://doi.org/10.29040/budimas.v3i2.2412

Dai, S. W., Ischak, N. I., Iyabu, H., Laliyo, L. A. R., Aman, L. O., & Munandar, haris. (2022). Pengaruh Pembelajaran Guided Inquiry Berbasis Proyek pada Materi Makromolekul untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Experiment: Journal of Science Education, 2(1), 24–31. https://doi.org/https://doi.org/10.18860/experiment.v2i2.23034

Dewi, N. P. F. V, Dantes, N., & Gunamantha, I. M. (2023). Pengaruh Model Pembelajran Kontextual Teaching and Learning Berbasis Kemampuan Berfiki Kritis dan Hasil Belajar IPA Siswa. PENDASI: Jurnal Pendidikan Dasar Indonesia, 7(2), 207–217. https://doi.org/https://doi.org/10.23887/jurnal_pendas.v7i2.2393

Gonibala, A., Pikoli, M., & La Kilo, A. (2019). Validitas Perangkat Pembelajaran Materi Ikatan Kimia berbasis Model Pembelajaran Pemaknaan untuk Melatihkan Sensitivitas Moral Siswa SMA. Jambura Journal of Educational Chemistry, 1(1), 1–6. https://doi.org/https://doi.org/10.34312/jjec.v1i1.2067

Hamidah, I., & Citra, S. Y. (2021). Efektivitas Model Pembelajaran Project Based Learning (PjBL) terhadap Minat dan Hasil Belajar Siswa. BIOEDUSAINS:Jurnal Pendidikan Biologi Dan Sains, 4(2), 307–314. https://doi.org/https://doi.org/10.31539/bioedusains.v4i2.2870

Hasanah, N., Rasid, A. S., & Setiawan, T. (2022). Analisis Pengetahuan Laboratorium Kimia Siswa Kelas XI SMA se Kecamatan Jailolo. SAINTIFIK: Jurnal Matematika, Sains, Dan Pembelajarannya, 8(1), 37–45. https://doi.org/https://doi.org/10.31605/saintifik.v8i1.344

Hassan, P., Laliyo, L. A. R., Botutihe, D. N., & Abdullah, R. (2020). Identifikasi Kemampuan Berpikir Kritis Siswa dengan Menggunakan Five-Tier Multiple Choice pada Materi Hidrolisis Garam. Hydrogen: Jurnal Kependidikan Kimia, 8(2), 74–84. https://doi.org/https://doi.org/10.33394/hjkk.v8i2.2961

Ijirana, Aminah, S., Supriadi, & Magfirah. (2022). Critical Thinking Skills of Chemistry Education Student in Team Project-Based STEM-Metacognitive Skills Learning During the Covid-19 Pandemic. Journal of Technology and Science Education, 12(2), 397–409. https://doi.org/https://doi.org/10.3926/jotse.1697

Kismatun. (2021). Contextual Teaching and Learning dalam Pendidikan Agama Islam. TEACHER?: Jurnal Inovasi Karya Ilmiah Guru, 1(2), 123–133. https://doi.org/https://doi.org/10.51878/teacher.v1i2.718

Kurniawati, D., & Ekayanti, A. (2020). Hubungan antara Berpikir Kritis dan Pembelajaran Matematika. PeTeKa (Jurnal Penelitian Tindakan Kelas Dan Pengembangan Pembelajaran), Vol 3(2), 1–10. http://eprints.umpo.ac.id/6226/2/ARTIKEL%20JADI.pdf

Laila, N., Hidayat, T., & Syamsuddin, R. (2019). Using Rasch Model to Validate Test Instruments for Measuring Students’ Analytical Skills in Science Subjects. International Journal of Educational Research, 58(1), 112–125.

Meilinda, D., & Utaminingsih, S. (2024). Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Mata Pelajaran PPKn. Jurnal Mahasiswa Karakter Bangsa, 4(1), 19–29. https://openjournal.unpam.ac.id/index.php/JMKB/article/view/38421

Munandar, H., Najmah, N., Kurniawati, E., Thayban, T., Arviani, A., & Sukamto, K. (2022). Peningkatan Model Pembelajaran Cooperatif Scripting dengan Keterampilan Proses untuk Meningkatkan Motivasi dan Hasil Belajar Kimia. Jambura Journal of Educational Chemistry, 4(2), 107–117. https://doi.org/https://doi.org/10.34312/jjec.v4i2.15732

Munandar, H., & Rumape, O. (2021). Peningkatan Hasil Belajar Kimia Dasar Mahasiswa STKIP PI Makassar Melalui Penerapan Model Pembelajaran Kimia Berbasis Concept Mapping Dipadu Teams Games Tournament. Jambura Journal of Educational Chemistry, 3(2), 40–46. https://doi.org/https://doi.org/10.34312/jjec.v3i2.11194

Nurnadia, Sukarno, & Syefrinando, B. (2021). Pengaruh Model Pembelajaran Contextual Teaching Learning Terhadap Kemampuan Berpikir Kritis dan Penguasaan Konsep Siswa. Education Journal (PSEJ) Physics and Science Education Journal (PSEJ, 2(3), 169–175. https://doi.org/https://doi.org/10.30631/psej.v2i3.1685

Rokhani, I. (2022). Penerapan Model Pembelajaran Project Based Learning untuk Meningkatkan Prestasi Belajar Peserta Didik Pada Materi Asam Basa di Kelas XI Mipa 1 SMA Negeri 1 Angsana. JULAK: Jurnal Pembelajaran & Pendidikan, 1(4), 161–168. https://doi.org/https://doi.org/10.30596/jppp.v4i3.16415

Saeng, C. Y., Lukum, A., & Botutihe, D. N. (2021). Pengaruh Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction Terhadap Penguasaan Konsep dan Kemampuan Berpikir Kritis SMA Terpadu Wira Bhakti pada Materi Reaksi Reduksi Oksidasi (Redoks). Jambura Journal of Educational Chemistry, 3(1), 1–6. https://doi.org/https://doi.org/10.34312/jjec.v3i1.7087

Siagian, R. B., Butarbutar, I., & Bangun. (2024). Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Peningkatan Karakter Siswa Pada Mata Pelajaran Pendidikan Agama Kristen di Kelas VIII SMP Gajah Mada Medan. Jurnal Eksplorasi Teologi, 8(10), 31–41. https://ojs.co.id/1/index.php/jet/article/view/2028

Sriyanti, I., Almafie, M. R., Marlina, L., & Jauhari, J. (2020). The effect of Using Flipbook-Based E-modules on Student Learning Outcomes. Kasuari: Physics Education Journal (KPEJ), 3(2), 69–75. https://doi.org/https://doi.org/10.37891/kpej.v3i2.156

Suardipa, I. P. (2020). Proses Scaffolding Pada Zone of Proximaldevelopment (ZPD) Dalam Pembelajaran. WIDYACARYA: Jurnal Pendidikan, Agama & Budaya, 4(1), 79–92. https://doi.org/https://doi.org/10.55115/widyacarya.v4i1.555

Sunaryo, P. R., Hutajulu, M., & Kadarisma, G. (2023). Systematic Literature Review: Analisis Kemampuan Berpikir Kritis Siswa Melalui Pembelajaran Kontekstual. Jurnal Pembelajaran Matematika Inovatif , 6(5), 1865–1872. https://doi.org/https://doi.org/10.22460/jpmi.v6i5.20448

Desni, N. W., Sihaloho, M., & Pikoli, M. (2019). Studi Komparasi Kemampuan Berpikir Kritis Siswa Menggunakan Model Pembelajaran Problem Based Learning dan Discovery Learning Pada Materi Larutan Penyangga di Kelas XI SMA Negeri 1 Telaga. Jambura Journal of Educational Chemistry, 1(2), 63–68. https://doi.org/https://doi.org/10.34312/jjec.v1i2.2666




DOI: https://doi.org/10.37905/jjec.v7i1.28723

Refbacks

  • There are currently no refbacks.


Editorial Office

Department of Chemistry, Universitas Negeri Gorontalo
Jl. Prof. Dr. Ing. B. J. Habibie, Moutong, Tilongkabila, Bone Bolango 96554, Gorontalo, Indonesia

E-mail: jjec@ung.ac.id

http://wa.me/6285341773856 (Call/sms/wa)

Jambura Journal of Educational Chemistry (p-ISSN: 2655-7606 | e-ISSN: 2656-6427) by Department of Chemistry Universitas Negeri Gorontalo. This work is licensed under a Creative Commons Attribution 4.0 International License. Powered by Public Knowledge Project OJS