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Learning based on problem Before beginning the learning process, the learners are asked to observe a
phenomenon. Afterwards, they are asked to write down the problems which appear. The teacher has some responsibilities in guiding the learners to ask
question, proving an assumption, and listening to their different perspective. 2
Using the learner’s environment to gain the learning experience The teacher gives an assignment which can be done in various contexts such
as in school, family, and society. The assignment is given by the teacher to give the learners a chance to learn outside the class. The expectation is the
learners acquire experience based on what they are learning directly. 3
Giving a group activity This activity can broaden perspective and develop the interpersonal
capability. The teacher can arrange the group which consists of three, five or eleven students based on the difficulty level of the assignment.
4 Creating an independent learning activity
The learners are able to discover, analyze, and use the information with less or even without the teacher’s help. They need to pay attention to how they
process the information and use their knowledge. The experience of CTL requires a try out in the beginning; providing a sufficient time and arranging
reflection; also carrying on without teacher’s help in order to have an independent learning.
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Creating a collaboration learning activity with society The collaboration can be done with the learners’ parents, institution,
company, and people who have good achievements in the society. This activity can motivate the learners to ask questions and learn through the
society’s experience. 6
Applying an authentic assessment In CTL, authentic assessment can help the learners to apply the academic
information and the capability which they get in a real situation for a particular purpose. According to Johnson 2002, authentic assessment can
give the learners a wide chance to show what they have learned in the learning process p. 165. The assessment forms which can be used by the
teacher include portfolio, group activity, demonstration, and written report.
d. The Definition of Learning Context in Contextual Teaching and
Learning
Context in contextual teaching and learning means giving meaning, relevancy and benefit for the learning. According to Nurhadi 2004 the term of
“context” should cover cultural, social, economic, political, and personal context p. 4. The followings are the explanations of those contexts:
1 Cultural context
This context encourages the students to be aware of the cultural issues in their society and help them to develop their ideas on how to deal with those issues.
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Social, economic and political context These contexts help the students to increase their understanding on social,
economic and political issues which happened in their society. These contexts also encourage the students to provide solution to the problems that occur.
3 Personal context
This context helps the students to improve their communication skill and have a good interaction as a part of society.
This study enhances the students to deal with the contexts above. By involving those contexts in the material design, not only do the students
understand the issues which are happening in their circumstance but they also have a capability to make a conclusion as on the meaning, relevancy and benefits
by learning those contexts for their lives. The contexts in this study are based on the students’ need and the issues that are happening in the students’ society.
e. Approaches in Implementing Contextual Teaching and Learning
According to Berns and Erickson as cited by Nurhadi 2004, there are some approaches that can be implemented in Contextual Teaching and Learning
p. 19. The followings are the explanations of two approaches namely problem- based learning and cooperative learning:
1 Problem-Based Learning
According to Arends as cited by Trianto 2009, problem based learning is an approach which helps the students to solve an authentic problem which has the
purposes of constructing their own knowledge, developing inquiry and thinking skill in a higher level, developing autonomy, and confidence p. 92. It helps the
30 students to process the information in their mind and construct their own
knowledge about the society. a
The Characteristics of Problem-Based Learning There are seven characteristics of problem-based learning according to
Amir 2009, p. 22. Firstly, problems are used as the beginning of learning. Secondly, usually problems which are used are problem in the real world and
being served in ill-structured. Thirdly, problems usually pursue the multiple perspectives with interdisciplinary contexts. Fourth, problem encourages the
students to get learning in the new learning context. Fifth, it focuses on self- directed learning. Sixth, it uses various knowledge sources. Seventh, the learning
is collaborative, communicative, and cooperative. The students work in groups, have an interaction with one another, have a peer teaching, and have a
presentation. All of those characteristics should be covered in problem-based learning.
b The Purposes of Problem-Based Learning
There are three purposes of problem-based learning. Firstly, it helps the students in developing their thinking skills and solving problem skills. Secondly,
it helps the students to learn the roles of adult. Thirdly, it helps the students to be autonomous.
c The Benefits of Problem-Based Learning
Implementing problem-based learning in the learning activities can give some benefits as follows: becoming more attentive and improving the
understanding of the learning materials, improving the focus on a relevant
