Contextual Teaching Learning For Improving Refrigeration and Air Conditioning Course On The Move To Prepare The Graduates To Be Teachers in Schools of International Level
Contextual Teaching Learning For Improving Refrigeration and Air Conditioning Course On The Move To Prepare The Graduates To Be Teachers in Schools of International Level
Contextual Teaching Learning For Improving Refrigeration and Air Conditioning Course On The Move To Prepare The Graduates To Be Teachers in Schools of International Level
Name
Nur Kholis
Institutional Affiliation
Electrical Engineering Department, Faculty of Engineering, State University of Yogyakarta
Office Address
Jurusan Pendidikan Teknik Elektro, FT UNY, Kampus Karangmalang, Yogyakarta 55281
Office Telephone no Fax no
0274 586168 ext. 293
E-mail address
nurkholisnkh@uny.ac.id
Process and output of learning on the Subject of Refrigeration and Air Conditioning
during this time has not been fulfilled as expected. Student understanding and mastery
of the learning materials is still low. Most students have not been able to connect with
the material learned in the application of daily life. There are still many students who
had difficulty in understanding the learning material, even if not yet able to
understand the depth and quickly forget. Student motivation is also low and passive in
the learning process, and a few students to ask questions and respond to questions
from the lecturers.
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It appears that, strategies and approaches that are applied during the learning process
is less according to the characteristics of students and learning materials. The problem
is (1) How to find the best way to convey various concepts that are taught so that all
students can use and remember the concept longer. (2) How the learning materials can
be understood as part of each other and form a single whole. (3) How lecturers can
communicate effectively with students who always wondered about the meaning of
things, the relationship of what they learned. (4) How the lecturer can open the
perspective to think of all the diverse students, so they can learn various concepts and
the way of connecting to the real life.
Besides, the lecturer need to prepare the strategy so that students have provisions in
preparing to meet the market demands, which are currently being encouraged by the
government, namely stub international school Rintisan Sekolah Bertaraf
Internasional, RSBI and school of international level Sekolah Bertaraf
Internasional, SBI. Strategies which can be used to increase the motivation and the
active role of students in the learning process. Therefore, it need to search for
strategies and approaches of learning in order to match students with appropriate
standards of competency that has been set.
In this paper will be discussed about the implementation of a strategy that can be used
to overcome the problems above. The strategy is competency based Contextual
Teaching Learning (CTL). From the results of the implementation of which appears to
have been made that this strategy had a positive impact on the quality of the lectures
and also on the results of students to study subject of Refrigeration and Air
Conditioning.
Background
Student achievement on the Subject of Refrigeration and Air Conditioning is not
satisfactory, as the picture subjects of Refrigeration and Air Conditioning for odd
semester 2007/2008 is as follows: from 31 students who take the course of
Refrigeration and Air Conditioning only as much as 3 students get the score of A
(9.6%), the score of B and B- for 5 students (16.12%), the score of C + and C as many
as 12 students (38.70%), and D score of 11 students (32.25% ). The achievement of
such concern to researchers as well as teacher, subject Refrigeration and Air
Conditioning.
Predicted factors affecting achievement of the students and the low quality of the
learning process are: teaching materials, media, student ability, motivation and spirit
of student learning, teacher ability, and learning strategies used by lecturer. During
this time, the process of learning subjects of Refrigeration and Air Conditioning is to
use methods of discourse, frequently asked questions and tasks. Delivery learning
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materials have been using computer-based media in the form of power point and
internet. The material for this study was taken from the various sources of learning
such as reference books, materials taken from the internet, training materials, and so
forth.
It appears that, strategies and approaches that are applied during the learning process
is less according to the characteristics of students and learning materials. The problem
is how to find the best way to convey various concepts that are taught so that all
students can use and remember the concept longer. Learning how each material is
understood as part of each other and forms a single whole. How lecturers can
communicate effectively with students who always wondered about the reason and
meaning of things, the relationship of what they learned. How can a faculty
perspective to think of all the diverse students, so they can learn various concepts and
the way to the real life. How do strategies to increase motivation and the role of active
students in the learning process. Therefore, the need to search for a strategy and
approach to learning is the best and appropriate in order to overcome the obstacles the
process of learning and improve achievement of student learning or achievement of
competency standards have been defined.
Review of Theory
CONTEXTUAL TEACHING LEARNING (CTL)
Contextual learning, according to Blanchard, is a conception of learning that helps
teachers / lecturers in the course link the material with real life, and motivate students’
to create relationships between student knowledge learned with their lives (Edy
Supriyadi, 2007). Through contextual learning are expected the concepts of course
material can be integrated in the context of real life in the hope that students can
understand what he learned better and easier. In contextual learning, lecturer associate
in the context of the framework that he teach in order to improve student learning of
meaning (Ome'ara, 2002). Context is very important for all learning situations.
According Nurhadi (2003), there are seven main components of learning that underlie
the application of contextual learning in the classroom, including the subject of
Refrigeration and Air Conditioning: constructivism, asking (questioning), find
(inquiry), learning community, model (model), reflection (reflection), and the actual
assessment (authentic assessment). Contextual learning in the curriculum can be
applied to any subject whatever, and that in any classroom situation.
a. Constructivism
Constructivism is learning theory stated that the people construct or build up their
understanding of new experiences based on their early knowledge and believes.
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Learning was done well when the lecturers to give students the opportunity to
construct new knowledge or understanding.
b. Questioning
Use questions to lead students to think better, than just giving students’
information to deepen students' understanding. Students learn to ask questions
about the phenomenon, to learn how to prepare questions that can be tested, and
learned to ask each other about evidence, interpretation, and explanation.
Questions used to encourage lecturers, guide, and assess students ability to think.
c. Inquiry
Inquiry is the art and science to ask and answer questions, through a systematic
series of activities. Answer these questions are obtained through the cycle up
allegations, preparing the hypothetical, how to develop a hypothetical test,
making further observations, and preparing the concept and theory based on data
and knowledge.
d. Learning Community
Learning community is a group of students who are bound in the learning
activities that occur in the process of learning more deep. Learning Community
closely related with the study group (Cooperative learning). Through study
groups, students can convey specifics thought, discussion, and exchange ideas
that can eventually accommodate the new knowledge. All students must have
opportunities to talk and share ideas, listen to other students' ideas carefully, and
work to build the knowledge with friends in the group. This concept is based on
idea that learning together is better than learning individually.
e. Modeling
Modeling is performance process an example in order to other people think,
work, and learn. Modeling does not make students rarely need to think with give
hard voice and demonstrate what the students will be done. At the time of
learning, teachers often make the model so that students learn how. Lecturers
show how to do something to learn something new. Lecturers are not the only
model. Model can be designed to involve student
f. Reflection
Reflection allows the way of thinking about what students have learned and to
help students describe the personal meaning of their own students. The
realization of the reflection can be applied, for example, at the end of the learning
lecturers while leaving time so students do reflection. This can be: direct
statements about what students today, notes or journal in the student book,
student impressions and suggestions about learning today, discussion, the works.
g. Authentic assessment
Authentic assessment is a term/terminology that created to explain the various
strategies or methods of alternative assessment (Nurhadi, 2001). Various
methods allow students to demonstrate ability to complete tasks, solve problems,
or the knowledge of how to simulate a situation that can be found in the real
world outside the school environment. Assessment strategies that match the
criteria, is meant a combination of several techniques that are tailored to the
assessment of the competency claim.
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COMPETENCY-BASED EDUCATION
Competency-based education Kurikulum Berbasis Kompetensi, KBK applied for
the complete lack of conventional education at this time that reality tends to focus on
the control subjects without touching the application for real life and just educate the
students to just know something, not to the core, all the more to the charity in daily
life. Conventional educational practices tend to be abstract, textual, verbal, artificial,
and virtual. Meanwhile, the PBK tend to be more real, actual, concrete, real, and
touching reality.
The definition of competency is the ability to do something different with just the
ability to know things. Competence in which (a merger) of the three main elements:
knowledge, skills, and attitudes. Thus, people who are competent people who have the
knowledge, skills, and attitudes to perform/do something.
PBK has the following characteristics: (1) competency to be achieved by students are
identified based on what students should be able to have and do, (2) criteria used to
assess each competency that have been formulated, (3) curriculum (teaching
materials) developed competency-based standards have been defined, (4) assessment
of competency based standards, and (5) learning progress based on achievement of
competencies.
Further Kir Haryana (2009) stated that according to the SBI on the draft, then in an
effort to facilitate the school in understanding and explaining the operation in
education that is capable of ensuring international quality, the SBI can be formulated
that are primarily the implementation and fulfilment, of the eight elements of SNP as
a key indicator of performance and added at least - in the developed or added or
expanded - with a case (termed the element X) is the addition of the contents or be
strengthening/ expansion of the eight elements of the education system and other key
performance indicators as additional international standards from one of the OECD
members and/or other advanced countries. This is also in accordance with the policy
described in the Education Ministry that is in the framework of achieving the
international quality standard, then each school who has been a stub SBI independent
or must meet a minimum of key performance indicators (eight elements of SNP) and
additional key performance indicator (consisting of various X). Eight elements of
SNP is comprised of: standard of content, the standard of process, a graduate
competency standards, standards of teachers and staff's, the standard of facilities and
infrastructure, management standards, financial standards, and assessment standards.
To be able to meet the characteristics of the concept of SBI, the school has been
implementing and fulfilling the characteristics of the concept of SBI, the school has
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implemented and meet the eight SNP elements as key performance indicators of
achievement with a minimum of (X) as an additional key performance indicator, then
the school can perform at least two ways, namely: (1) adaptation, the adjustment
certain elements are already present in the SNP with the standard of education to one
of the OECD members and / or other developed countries that have a certain
advantage in the education field, believed to have a reputation quality that is
recognized internationally, and graduates have international competitiveness, and (2)
the adoption, or the addition/enrichment/deepening/strengthening/expansion of certain
elements that have not yet present in eight element of the SNP still refer to the
standard of education one of the members OECD and / or other developed countries
that have a certain advantage in the education field, believed to have a reputation of
quality has been recognized internationally, and graduates have international
competitiveness (Kir Haryana, 2009).
Thus, schools and madrasah will be doing option or adaptation, need to find partners
with the schools that are in countries that are members of OECD are: Australia,
Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany,
Greece, Hungary, Iceland, Ireland, Italy, Japan, South Korea, Spain, Sweden,
Switzerland, Turkey, United Kingdom, the United States and other developed
countries such as Chile, Estonia, Israel, Russia, Slovenia, Singapore and Hong Kong
that quality has been recognized internationally. The school can also partner with the
centre of training, industry, institutions test / international certification such as
Cambridge, IB, TOEFL / TOEIC, ISO, centre of study and multilateral organizations
such as UNESCO, UNICEF, SEAMEO, and so forth.
Methodology
Learning strategy that is applied in the subject of Refrigeration and Air Conditioning
is competency based contextual learning. Contextual learning is a conception of
learning that help teachers link the material in lectures with real life, and motivate
students to make connections between the knowledge learned with their life. Through
contextual learning concepts are expected to study the material can be integrated in
the context of real life in the hope that students can understand what is learned well
and easily. In contextual learning, link the lecturers in the context of the framework to
enhance the meaning of student learning.
Some of the activities that have been made include: 1) develop a competency based
contextual learning model of the subject of Refrigeration and Air Conditioning, 2)
create a scenario of using the competency-based contextual learning, 3) make the
observation, 4) prepare equipment learning, and 5) plan evaluation instrument.
Instruments and data collection techniques are using: 1) the questionnaire, 2) the
observation, 3) interview, and 4) tests and tasks. Questionnaire where used to express
opinions in the implementation of student learning. Observations used for the
lecturers and students in the learning process. Interviews were used to reveal students'
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opinions and responses in the learning process. Tests and tasks used to reveal the
material control and achievement in student learning achievement of competency
standards have been defined. Analysis of data use descriptive analysis in percentage.
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quizzes and tasks. Further feedback to be a task has been given. Finally, students are
asked to submit suggestions for the improvement of the next.
Evaluation of the success of actions carried out against the process and output
learning. Monitored the implementation of learning through observation of the
implementation of the learning process conducted by the Observer has to understand
the principles of contextual learning. Implementation of the observations focused on
whether the seven components of contextual learning, has been effective or not in
learning. Results observation of the learning process is shown in table 1 below.
The seven components of effective learning have been applied then it also indicates
that learning was running well, running with interesting and please, active students,
and meaningful.
Evaluation of learning output can be seen from the score of students’ achievement.
Assessment conducted with the fact that is in many ways adapted to the
characteristics of competence demanded. Assessment carried out on quiz answers,
tasks, and student work related to the topic or material on the cycle I. Distribution of
scores obtained by 13 students to be as follows: A- (4); B (3), C + (3), C (3 people).
The score showed that all students have been successfully, meet the minimum criteria.
However, the results still need to be improved so that students who still have C score
can be enhanced.
To make a reflection on the learning that has been in progress, students are asked to
fill out the questionnaire and proposals for further optimizing the process and output
learning. Results reflection can be seen in Table 2 below.
Table 2. Student Results Reflecting On Cycle I
Percentage
No Description
Students
1. Feel actively involved in learning 100%
2. Be pleased to learning 100%
3. Experience difficulty understanding the material 25%
4. Previous knowledge to help in understanding the 87,5%
material
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5. Explanation and examples easy to understand 87,5%
b. Cycle II
In accordance with the results of the monitoring, evaluation, and reflection of the
action that has been done in the cycle so I need some more intensive action which was
done. This is done in the workshop of electricity utilization there are many of the
modules or the equipment of various kinds of engine cooling. This is meant to be; (1)
students can view a variety of engine cooling, (2) a lecturer can show or demonstrate
how working of engine cooling, and (3) students do a presentation. With this activity
is expected to facilitate students in understanding the material in accordance with the
competencies that are required. Results monitoring, evaluation and reflection of the
implementation of the action on the cycle II were presented as follows.
From the results of the monitoring by the Observer show that the implementation of
the learning process has involved all the components for effective learning, namely:
constructivism, find, ask, community learning, modeling, reflection, and authentic
assessment.
Evaluation of the results shows that the students' achievement is significantly
increased. The distribution of acquisition score is as follows: score A- (6 students), B
+ (2 students), and B- (1 student). Score is the average score of the score of individual
tasks, group work, and quizzes.
Result of student reflection on the learning cycle II is done through a simple
questionnaire is as follows in Table 3.
Table 3. Student Results Reflecting on Cycle I
Based on the observation, evaluation and reflection on the learning cycle II show that
the indicators of success both the indicator of process and output of learning have
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been achieved. This shows that learning of the subject of Refrigeration and Air
conditioning use the competency-based contextual learning model is effective. Thus
the application of competency-based contextual learning model of the subject of
Refrigeration and Air Conditioning needs to be continued in the next courses.
Based on the above description to be clear that the implementation of competency-
based contextual learning by doing activities in accordance with seven components
of effective contextual learning can produce a positive impact, the learning becomes
more interesting and please, students more active, students will understand the
material in accordance with the competency demand becomes easier. This is in
accordance with the results of the reflection made by the students.
On the other hand, when seen from the results of students have shown that indicators
of success from the results that have been achieved. This can be seen from the
acquisition score of the students. On the cycle I, all students who have reached the
minimum score is declared passed (score C) and many of the students exceeded the
minimum score. Even in cycle II, acquisition score has increased. No more students
who get the score of C, students obtain a minimum score (B-). In addition, it was
increasing the number of students who get the score (A-).
Bibliography
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