c. Builds on the knowledge learners possess and uses their life experiences
and contexts as instructional platforms to help them move from what they know to what they do not know.
d. Encourages students to direct their own learning and monitor their own
progress. e.
Supports instruction that encourages students to learn together and from
each other.
f. Uses assessments that sample the actual knowledge, skills, and
dispositions desired of students.
CTL is not
1 a lecture-only method of teaching,
2 busy-work or activity for activity’s sake,
3 doing the questions at the end of the chapter,
4 rote memorization,
5 teacher dominated goal-setting,
6 paper and pencil tests
Benefits for Students
1 Promotes higher order thinking and problem solving,
2 Promotes student engagement and involvement,
3 Relates what student is learning to real world problems and their lives,
and 4
Promotes authentic methods of assessment.
Supporting Teachers Who Want to Change
1 Provide externships and service learning opportunities
2 Give teachers time to collaborate and plan teaching units and align
curriculum with standards 3
Consider providing larger blocs of instructional time
4 Provide professional development for teachers.
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Based on the definitions above, the conclusion is Contextual teaching Learning CTL is a conception of teaching and learning that help teachers
relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as
family members, citizens, and workers.
3. The Components of Contextual Teaching Learning
The Components of Contextual Teaching Learning are: a.
Constructivism b.
Questioning c.
Inquiry d.
Learning Community e.
Reflection f.
Modeling g.
Authentic Assessment
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and for the further explanation is as follow: Constructivism
This concept claim the students to arrange and to construct of meaning from the new experience based on the certain knowledge in their cognitive
structure. In this concept the strategy how to get is more important than how much students get the knowledge.
Questioning Questioning techniques that enhance students learning and the development of
problem solving and other higher order thinking skills. For CTL to achieve its goals, appropriate types and levels of questions must be asked. Questions
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www.cew.wisc.edu www.bgsu.edu Susan Jones Sears. Contextual Teaching and learning. The Ohio State University
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http:bandono.web.id20080307menyusun-model-pembelajaran-contextual-teaching-and- learning-ctl.php
must be carefully planned to produce the intended level of thinking, responses, and actions by students and all participants in the CTL approach.
Inquiry Inquiry is a learning process based on the looking for and discovery through
thinking process systematically. The student’s knowledge and skills are not getting from remembering a set of fact, but getting from the process of finding
by themselves. The cycles of the inquiry is to formulate the problem, observation, questioning, hypothesis, collecting the data and conclude it.
Learning Community In CTL, this concept suggests that the result of learning is getting from the
cooperation with another people. It can be done by form a learning community. The result of the learning can be getting from sharing among
their friends or groups. Learning community has meaning as follow: 1
A communication to share the ideas and experiences. 2
A cooperation to solve the problem. 3
Each member of group has the same responsibility to their group. 4
An interaction in the group. 5
Each member must respecting the ideas of their friends. Reflection
Reflection is thinking about what students have learned or done. Teachers and students need to think about how the process went and come up with ways to
improve and continue on with the inquiry. The purpose of reflection is to identify what students have known and what students have not known yet, so
the teacher can adds what the students have not known. The ways is by asking the students about what they have learned or ask their opinion about the
teaching learning process.
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Robert G. Berns and Patricia M. Ericson, Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlight Zone Research Work. No.5, 2001.
