The Strategies of Contextual Teaching and Learning

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 31 knowledge, encouraging thinking, developing teamwork, leadership and social skills, developing life-long learning skills and motivating the students. d The Steps of Problem-Based Learning The process of problem-based learning is going to work well if the teacher has already prepared all of the instruments which are needed. The students should understand the process, and form small groups. Usually every group conducts the seven steps as follows: clarifying the definition and the concept which are unclear, formulating problem, analyzing problem, arranging ideas and analyzing them systematically and deeply, formulating learning objectives, looking for additional information from other sources, and compiling and testing the new information then making the report for the teacher. e The Roles of Teachers in Problem-Based Learning Teachers have three main roles in problem-based learning. Firstly, the teacher facilitates the problem-based learning process. It begins with changing the learner’s thinking framework, developing the skills of questioning, and helping the students to get involved in group learning. Secondly, the teacher encourages the students to get the solving problem strategies. It begins with deep reasoning then critical thinking. Thirdly, the teacher mediates the process of finding information. It begins with looking for information sources, making a relation between one source with other sources, then giving clues. f The Assessment and Evaluation of Problem-Based Learning The technique of assessment and evaluation which is appropriate to be applied in problem-based learning should assess and evaluate the students’ 32 assignments which are based on their own observation output. There are some elements which are important in the assessment and evaluation in problem-based learning. They are: the group discussion activeness process in the classroom, the learning group process outside the classroom, and the presentation of the report and the paper. Some variations can be made to those elements for example: self- assessment, teacher assessment, and peer assessment. 2 Cooperative Learning According to Richards and Rodgers 2001 cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of the learners in the classroom p. 192. The purposes are to encourage cooperation, to develop critical thinking skills, and to develop communicative competence through socially structured instruction activities. a The Purposes of Cooperative Learning According to Johnson Johnson as cited in Trianto 2009, the main purpose of cooperative learning is to maximize the students learning in improving the academic achievement and the individual and group understanding p. 93. This approach helps students to work cooperatively in a group. The group ensures all members master the assigned materials. b The Principles of Cooperative Learning There are five principles of cooperative learning which are summarized as follows: mutual dependence which is positive between the students, interaction between the students which is increasing, individual responsibility, interpersonal