EFEKTIVITAS PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATAN PEMAHAMAN KONSEP DAN MOTIVASI BELAJAR FISIKA MATERI SUHU DAN KALOR DI MAN LAB UIN YOGYAKARTA

ARIFAH NURUL AMALIAH, NIM. 12690024 (2016) EFEKTIVITAS PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATAN PEMAHAMAN KONSEP DAN MOTIVASI BELAJAR FISIKA MATERI SUHU DAN KALOR DI MAN LAB UIN YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is aimed to considered: (1) The difference of physics concept understanding between Contextual Teaching and Learning (CTL) approach and expository approach (2) The difference of motivation in learning physics between Contextual Teaching and Learning (CTL) approach and expository approach (3) The effectiveness of Contextual Teaching and Learning (CTL) approach to increase students’ concept understanding (4) The effectiveness of Contextual Teaching and Learning (CTL) approach to increase students’ motivation in learning physics. This research is quasi experiment research with nonequivalent control group design. The variable of this research consist of dependent variable called Contextual Teaching and Learning (CTL) approach and indepedent variable called concept understanding and motivation in learning physics. The subject of this research is all of students on 10 natural science grade of State Islamic Senior High School Lab UIN Yogyakarta academic year 2015/2016 so used surfeited sampling technique. Science 1 on 10 grade class is being control class and sciece 2 on 10 grade is being experiment class. The data of physisc concept understanding of student is collected by pretest-posttest instrument composed of multiple choice with open ended reason, while the data of students’ motivation is collected by questionnaire of motivation in learning physics. The data of concept understanding and motivation on learning physics of student are analysed by descriptive statistic and N-Gain formula. The result of this research are (1) There is difference physics concept understanding between Contextual Teaching and Learning (CTL) approach and expository approach. The average of concept understanding of student with Contextual Teaching and Learning (CTL) approach is 67,78 and expository approach is 55,13 (2) There is difference motivation in learning physics between Contextual Teaching and Learning (CTL) approach and expository approach. The average of motivation in learning physics of student with Contextual Teaching and Learning (CTL) approach is 80,78 and expository approach is 79,56 (3) Contextual Teaching and Learning (CTL) approach effective to increase physics concept understanding with N-Gain 0,50 (medium) (4) Contextual Teaching and Learning (CTL) approach effective to increase motivation in learning physics of student with N-Gain 0,16 (low) and toward in low significance (Effect Size 0,28).

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