CONTEXTUAL INSTRUCTION (Contextual Teaching and Learning)

1.      CONTEXTUAL INSTRUCTION (Contextual Teaching and Learning)

Contextual Overview of the Method of CTL (Contextual Teaching and Learning) cms-application of contextual learning formulations (Contextual Teaching and Learning) in the United States stems from classical education experts pandangam John Dewey, who in 1916 proposed the theory of curriculum and teaching methodology related to the experience and interests students. Contextual teaching philosophy is rooted in understanding progressivisme John Dewey. In essence, students will learn best when what they are learning relates to what they already know, and the learning process will be productive if the students involved in the learning process in schools. Principles progressivisme view include:

1.      Students learn best when they can actively construct their own.

2.      Students must be free in order to develop reasonable.

3.      Growth interests through direct experiences to stimulate learning.

4.      Teacher as mentor and researcher.

5.      Should be a partnership between the school and community.

6.      Progressive school should be a laboratory for conducting experiments.

 In addition progressivisme John Dewey's theory, cognitive theory underlying philosophy also contextual learning. Students will learn best when they are actively involved in all activities in the classroom and the opportunity to discover for yourself. students demonstrated learning in the form of what they know and what they can do. Learning be seen an attempt to arouse or intellectual activity ideas that are still latent through introspection. So far our education is still dominated by view of knowledge as the facts that must be memorized. Classes are still focused on the teacher as the main source of knowledge, then a lecture as the primary choice of learning strategies. This requires a new learning strategy that is more empowering students. A learning strategy that does not require students to memorize facts, but a strategy that encourages students to construct knowledge in their own minds. Based on the method + ctl the two views, philosophies konstruksivisme growing. Is essentially the knowledge and skills students acquired from a context of limited and piecemeal. Students should mengkontruksikan own knowledge. Through philosophical foundation konstruksivisme, CTL was promoted to the new alternative learning strategies. Through the strategy, students are expected to learn through experience instead of memorization. According to the philosophy of constructivism, knowledge is non-objective, temporary, and always changing. Everything is temporary, changing and uncertain. Learning is the meaning of knowledge, not the acquisition of knowledge and teaching activities or dig defined meaning, not a transfer of knowledge to the learner. Brain or the human mind functions as a tool to carry out the interpretation that appears unique meaning. By understanding contrukcivism, students are expected to construct their own understanding of the experience / previous knowledge. Deep understanding developed through meaningful learning experiences. Students are expected to practice knowledge / experience that has been gained in the context of life. Students are also expected to reflect on the knowledge development strategy. Thus, students may have a different understanding of the knowledge learned. This understanding obtained by students because he was exposed to a learning environment that is free which is a very essential element. Itself kontruksivisme theory is that the student must make that information into its own. kontruksivisme theory students continually looked examine new information as opposed to the old rules fix nd rules that do not fit anymore. Konstruksivis theory requires students play an active role in their own learning. Because of its emphasis on active student, then the strategy kontruksivis often called student-centered teaching (student-centered instruction). In the classroom the student-centered teaching, the role of the teacher is to help students discover facts, concepts, or principles for themselves, instead of giving a lecture or control all activities in the classroom.

Some propositions that can be expressed as the implications of the theory in practice pembeljaran kontruktivistik in our schools today are as follows:

1.      Learning is a process of interpretation of new information

2.      Freedom is an essential element in the learning environment.

3.      Learning strategy that is used determines the process and learning outcomes.

4.      Studying in essence has aspeksosial and culture.

5.      Working Group considered very valuable.