Open AccessContextual teaching and learning of physics at elementary school
Author(s) -
Yuyu Hendawati,
Suko Pratomo,
S. Suhaedah,
Nurita Apridiana Lestari,
Taufik Ridwan,
Nuur Wachid Abdul Majid
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1318/1/012130
Subject(s) - mathematics education , test (biology) , comprehension , class (philosophy) , motion (physics) , object (grammar) , teaching method , psychology , computer science , artificial intelligence , paleontology , biology , programming language
The student should be a master for science comprehension concepts, especially in material styles found in everyday life. The research aims to know influence approaching Contextual Teaching and Learning on the improve ability to comprehend the science concept. The experiment was carried out for 3 weeks involving 50 grade V elementary school students based on equal ability levels. pre-test and post-test refers to the falling motion material of an object due to gravitational force, how to enlarge and minimize friction force, as well as factors that influence the magnetic breakthrough force. As for each meeting an observation was carried out on 50 elementary school students conducted by the observer. The results of this test are processed and analyzed further using a t-test. The result showed that there is a significant difference between the ability of understanding concept students of experimental class using Contextual Teaching and Learning with control class students using direct learning method with pre-test post-test ≤ 0,05. Other than that the T test and N-gain of both classes showed the result of 0.000. That is approach Contextual Teaching and Learning influencing to improve understanding ability students’ concept science learning method in elementary school.