Components of CTL Learning

Components of CTL Learning – Contextual learning has seven main components as follows:

1. Constructivism. One of the theoretical foundations of modern education, including CTL is constructivism learning theory. This approach basically emphasizes the importance of students construct their knowledge through active involvement of the learning process. Teaching and learning process is more marked than teacher centered student centered. Most of the time teaching and learning process based on the activity takes place with students. Inquiry based learning and problem based learning as a strategy called colored CTL student centered and student activities. Vygotsky Another theory says that students learn best when concepts are concepts in the development of nearby areas or zones of proximal development of students. Regional development is the closest a little above the level of development of one’s current level of development. Person’s current level of development is none other than the initial level of knowledge or base knowledge it has been mastered. Then it will presumably occur meaningful learning, but if the knowledge of rote learning is boring and does not motivate students, if teaching and learning process is continuous progress from year to year, it is likely that many students who do not like the eyes physics lesson. Meaningful learning is the same as one indicator of the quality of CTL. Constructivism (constructivism) is the foundation of thinking (philosophy) a contextual approach, that human knowledge is built by little by little; the result is expanded through a limited context and does not suddenly. Knowledge is not a set of facts, concepts, or rules that are ready to be picked up and remembered. Humans have to construct knowledge and meaning through the experience of real members. The cornerstone think constructivism is rather different from the objectivist view, a greater emphasis on learning outcomes. In view of constructivism strategies to obtain an advantage compared to how much students gain knowledge and recall. To that end, the task of the teacher is to facilitate the process by: a). Making knowledge meaningful and relevant for students b) Member chance at student to found and implement their own ideas c) Awaken students to apply their own strategies in learning.
2. Inquiry. Such an inquiry is a core part of the contextual-based learning activities. Knowledge and skills students are expected to be obtained is not the result given set of facts, but the result of finding himself. Teachers should always design activities refer to activities that discovery something, any material that is taught. Inquiry cycle consists of: observation, questioning, hypothesis, data gathering, and conclusion. Step-by-step inquiry activities are as follows: a) Formulate the problem b) Observed or observation c) Analyzing and presenting results in writing, drawings, reports, charts, tables, and other works d) Communicating or presenting the work on the reader, classmates, teachers or other audiences.
3. Questioning. Knowledge a person has always begins with asking. Asking questions is the main strategy contextually based. Asked the teacher learning is seen as an activity shopped encouraging, guiding, and assessing students’ thinking abilities. For students, the activities asks an important part in implementing inquiry-based learning, which recognize the information, confirm what is already known, and directs attention to aspects of the unknown. In a productive learning, the activities ask helpful for: a) Digging of information, both administrative and academic b) Check students’ understanding c) Generating a response to student d) Knowing the extent to which students’ curiosity e) Knowing the things that students already know f) focus the attention of teachers students to something to be desired g) Generating more inquiries from students h) Refresh the students’ knowledge
4. Learning Community. The concept of community learning suggests that learning outcomes gained from cooperation with others. When a child just learning to measure angles using a protractor so he asked his friend. Then his friend who was able to show how to use that tool. Then the two children have formed a learning society.
5. Modeling. In a learning particular skills or knowledge, there are models that can be emulated by the students, such as teacher modeling the steps how to make use / read a protractor with a demonstration before the students perform a particular task.
6. Reflection.  Reflection is a way of thinking about what the newly learned or think back about what we’ve done in previous days. Students learned what he had put forward as a new knowledge structure, which is revision of previous knowledge. Reflection is a response to events, activities or knowledge that is received. Newly acquired significant knowledge of the process, the knowledge students have expanded through a learning context which is then expanded little by little. Teachers help students make connections between prior knowledge with new knowledge. That way, students feel they are receiving something useful for him about what he had learned. The key to all knowledge that is how it settles in the minds of students. Students record what they have learned and how to feel new ideas. At the end of learning, teachers leaving time for students to reflect for a moment. Realization in the form: a) a direct statement about what is gained that day b) Notes or journal in the student book c) Look and advice on learning today’s students d) Discussion e) The work
7. Authentic assessment. Assessment is the process of collecting various data that can give you a progression of student learning. Picture of the development of students’ learning needs to be known by teachers in order to ensure that students have learned through properly. If the data collected indicates that the student teacher in a stalemate in learning, then teachers can immediately take appropriate measures so that students learn to be free of congestion. Since the description of the progress of learning is required throughout the learning process, then the assessment is not done in the last of teaching period as in evaluation of learning results, but performed together in an integrated (integral) of learning activities. Assessment authentic assesses the knowledge and skills gained students. Appraisers not only teachers, but could also be another friend or someone else. Assessor Characteristic authentic: a) carried out during and after the learning takes place b) Can be used for formative and summative c) The measured skills and performance, rather than remembering facts d) Sustainable e) Integrated f) Can be used as a feed back In CTL. Components of CTL Learning

This article is taken from: http://www.onlinesyariah.com/2012/10/components-of-ctl-learning.html