An Analysis of Students’ Needs Regarding Learning Models and Contextual Teaching and Learning (CTL) in Relation to  the Physics Learning Outcomes of Year 10 Students  at Sukamenang State Senior Secondary School

Sapira Meliani; Wahyu Arini; Ovilia Putri Utami Gumay; Nong Astriyana

doi:10.23960/jpf.v14i1.17

Authors

Sapira Meliani Physics Education Study Program, Faculty of Science and Technology, PGRI Silampari University, Indonesia
Wahyu Arini Physics Education Study Program, Faculty of Science and Technology, PGRI Silampari University, Indonesia
Ovilia Putri Utami Gumay Physics Education Study Program, Faculty of Science and Technology, PGRI Silampari University, Lubuklinggau,Indonesia
Nong Astriyana Master of Education specializing in Curriculum and Assessment, University of New South Wales (UNSW), Sydney, Australia

DOI:

https://doi.org/10.23960/jpf.v14i1.17

Keywords:

Contextual Teaching and Learning, Student Learning Outcomes

Abstract

Physics learning in secondary schools is still often teacher-centered, so students tend to be passive and have difficulty understanding concepts. This condition has an impact on low learning outcomes that have not reached the Minimum Completion Criteria (KKM). This study aims to analyze students' needs for the CTL model in improving high school students' physics learning outcomes. This study is a qualitative descriptive study that describes in depth the application of the CTL model in physics learning. Data collection techniques were carried out through interviews, observations, and documentation of physics teachers and several students to obtain information about the learning process, student activity, and changes in conceptual understanding during the application of CTL. Based on the interview results, teachers stated that the use of the CTL model was able to increase student engagement during learning, especially during discussions and practical activities. Students also found it easier to understand concepts because the material was related to real experiences and interesting activities. In addition, the results of observations showed an increase in student motivation, group cooperation, and critical thinking skills. Thus, the application of the CTL model is expected to create active, contextual, and meaningful learning and make a real contribution to improving physics learning outcomes at the high school level.

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