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d. Components of Contextual Teaching and Learning
Muslich 2007, states that there are seven components of CTL to implement CTL in the classroom as follows.
1 Constructivism
Constructivism is the foundation of CTL. Constructivism emphasizes that the students actively and creatively build their knowledge regarding their previous
experiences. The students are expected to construct their knowledge based on their experiences. Based on constructivism, there are aspects that the teacher
should take into consideration. First, teaching and learning process is more important than the result of the teaching and learning. Second, meaningful
information that is relevant to the students’ real world is more important than verbal information. Third, the students have opportunity to construct and apply
their idea to new situations.
2 Questioning
Questioning aims to check the students’ understanding and gain information about the lesson. The teacher’s questions are used to lead, guide and
evaluate the students’ understanding. Meanwhile, the students’ curiosity will lead them to ask questions. Therefore, in this stage the teacher encourage the
students to ask questions.
3 Inquiry
Inquiry is a process that proceeds from observations to understanding a concept. The students are not encouraged to memorize the knowledge, but
16 understand the knowledge. The teacher is a facilitator that provides meaningful
material in which the students need to analyze it by their selves.
4 Learning Community
In learning community, the students obtain the knowledge by working together with their friends to solve problems. There are aspects that the teacher
should take into consideration to conduct learning community in the classroom. First, the students who participate in the leaning community can be the source of
information. Therefore, the teacher is not the only one who gives information in the classroom. Second, the teacher as facilitator monitors the community learning
process.
5 Modeling
Modeling in CTL is a process of demonstrating how the teacher requires the students to learn the topic material. The aim of modeling is to help the
students get clear understanding on the lesson. The teacher is not the only one model in the classroom. The teacher can involve the students or the experts to be
the model in the classroom.
6 Authentic Assessment
O’Malley and Pierce 1996 as cited by Brown 2004, explain that authentic assessment refers to the real world tasks that students have had time to
develop p. 255. The students are able to perform the skills and knowledge that they have mastered. Therefore, authentic assessment focuses on both process and
product.
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7 Reflection
Reflection aims to help the students reflect on what they had learned and done in the teaching and learning process. In the end of teaching and learning
process, the teacher spends a little time and asks the students to do the reflection. Reflection can be done by giving direct statement about the information obtained
in the lesson and discussing what the students had learned and how they felt during the teaching and learning process.
3. Classroom Action Research
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