Analisis Pendekatan Contextual Teaching and Learning (CTL) untuk Mendukung Pencapaian SDGs dalam Pembelajaran Biologi
DOI:
https://doi.org/10.61132/jucapenbi.v1i4.114Keywords:
Biology, Education, SDGs, CTLAbstract
The Contextual Teaching and Learning (CTL) approach effectively enhances meaningful and relevant biology learning while fostering critical thinking, creativity, and problem-solving skills. By aligning with sustainable education principles, CTL supports the achievement of SDGs and equips students to address global challenges. It is recommended that educators receive training to design CTL-based strategies, integrate local and global themes, and explore its application across diverse educational contexts and models.
References
Abdurrahman, Jampel, I. N., & Sudatha, I. G. W. (2020). Pengembangan Multimedia Pembelajaran Interaktif untuk Meningkatkan Hasil Belajar IPS. Journal of Education Technology, 4(1), 52. https://doi.org/10.23887/jet.v4i1.24091.
Abd. Qadir Muslim, “Analisis Kebijakan Pendidikan di Jepang, Finlandia, China dan Indonesia dalam Mendukung Sustainable Development Goals,” Adi Widya: Jurnal Pendidikan Dasar, Vol. 6, No. 2, 2021, hal. 171 2
Alexander, A., Rahayu, H. M., & Kurniawan, A. D. (2018). Pengembangan Penuntun Praktikum Fotosintesis Berbasis Audio Visual Menggunakan Program Camtacia Studio di SMAN 1 Hulu Gurung. Jurnal Pendidikan Sains Indonesia, 6(2), 75–82. https://doi.org/10.24815/jpsi.v6i2.12075.
Alonemarera, A., Kaliu, S., Irawati, I., & Syamsul, S. (2023). Pendekatan Contextual Teaching and Learning: Studi Pengaruh Terhadap Partisipasi Belajar Biologi Siswa SMAN 1 Tinondo. Biologi Edukasi: Jurnal Ilmiah Pendidikan Biologi, 15(1), 63-71.
Amran, A., Perkasa, M., Satriawan, M., & Jasin, I. (2020). Internalisasi Nilai Karakter dalam Pembelajaran Sains Berbasis Model Pembelajaran Karakter ESD Untuk Mempersiapkan Generasi Emas 2045. Prosiding Seminar Nasional Pendidik Dan Pengembang Pendidikan Indonesia, 125–131. Available at: https://doi.org/10.31219/osf.io/6482j
Andhini Ardhiya, et al., “Peran Konselor dalam Mewujudkan Pendidikan Berkualitas Menuju SDGs 2030,” Proceeding of International Conference on Islamic Guidance and Counseling, Vol. 2, 2022, hal. 176 3
Andriyani, N. L., & Suniasih, N. W. (2021). Development of Learning Videos Based on Problem-Solving Characteristics of Animals and Their Habitats Contain in Science Subjects on 6th-Grade. Journal of Education, 5(1), 37–47. https://doi.org/10.23887/jet.v5i1.32314.
Arung, F., Murthado, F., & Boeriswati, E. (2023). Merdeka Belajar: the Real Learning Needs of Students, Teachers, and Institutions Related to Demands for Independent Learning Innovation. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(2), 120–135. https://doi.org/10.23917/ijolae.v5i2.20370
Arends, R. (2009). Learning to Teach. New York: McGraw-Hill.
Ausubel, D. P. (1978). Educational Psychology: A Cognitive View. Holt, Rinehart and Winston. https://doi.org/10.2307/1161899
Azizah, S., Khuzaemah, E., & Lesmanawati, I. R. (2017). Penggunaan Media Internet eXe-Learning Berbasis Masalah pada Materi Perubahan Lingkungan untuk Meningkatkan Hasil Belajar Siswa. Scientiae Educatia, 6(2), 197. https://doi.org/10.24235/sc.educatia.v6i2.1957.
Acesta, A. (2020). Analisis Kemampuan Higher Order Thingking Skills (HOTS) Siswa Materi IPA di Sekolah Dasar. Quagga: Jurnal Pendidikan dan Biologi, 12(2), 170. https://doi.org/10.25134/quagga.v12i2.2831.
BPK RI. (2022). Peran Badan Pemeriksa Keuangan RI Dalam SDGs. Badan Pemeriksa Keuangan RI. Availabel at: https://www.bpk.go.id/assets/files/attachments/attach_page_1652255145.pdf, diakses tanggal 16 Desember 2024
Bojarska, J., Złoty P. & Wolf, W. M.,(2021). "Life cycle assessment as tool for realization of sustainable development goals-towards sustainable future of the world: mini review," Acta Innovations. 38(1), 49-61.
Clarisa, G., Danawan, A., Muslim, M., & Wijaya, A. F. C. (2020). Penerapan Flipped Classroom dalam Konteks ESD untuk Meningkatkan Kemampuan Kognitif dan Membangun Sustainability Awareness Siswa. Journal of Natural Science and Integration, 3(1), 13. https://doi.org/10.24014/jnsi.v3i1.8953
Creswell, J. W. (2007). Creswell Qualitative Inquiry and Research Design: Choosing Among Five Approaches. California: In Sage Publications (p. 414).
Darmayanti, N., Manurung, K. S. B., Hasibuan, H., Puspita, S., Ginting, M. F. S., & Harahap, M. A. (2023). Pelaksanaan Teori Belajar Bermakna David Ausubel dalam Pembelajaran Pendidikan Matematika. Jurnal Pendidikan Dan Konseling, 5(1), 3388–3395. https://doi.org/https://doi.org/10.31004/jpdk.v5i1.11539
Deponio, V. W., & Viray, A. T. (2022). Contextual Teaching and Learning Approach in Understanding the Life and Works of Dr. Jose Rizal. Journal of Pharmaceutical Negative Results, 13(10), 5801-5812.
Desi, M., Suhendar, N., & Herlina, H. (2023). Implementation of Contextual Teaching and Learning (CTL) Strategies and Field Visit Techniques to Improve Student Learning Outcomes in Biotechnology Materials. Equator Science Journal, 1(2), 39–49. https://doi.org/10.61142/esj.v1i2.9.
Elisabet, E., Relmasira, S. C., & Hardini, A. T. A. (2019). Meningkatkan Motivasi dan Hasil Belajar IPA dengan Menggunakan Model Pembelajaran Project Based Learning (PjBL). Journal of Education Action Research, 3(3), 285. https://doi.org/10.23887/jear.v3i3.19451.
Fajrida, Y., Lufri, S., & Fadilah, M. (2021). Development of Biological E-Module Based on Contextual Teaching and Learning (CTL) Learning on Structure and Function of Plants and Animal Networks to Improve Critical Thinking Skills of Class XI MIPA SMA Students. International Journal of Multidisciplinary Research and Analysis, 4(12), 2038-2042. https://doi.org/10.47191/ijmra/v4-i12-35
Fauzan, M., Gani, A., & Syukri, M. (2017). Pengaruh Model Pembelajaran Problem Based Learning terhadap Kemampuan Berpikir Kritis dalam Meningkatkan Hasil Belajar Siswa pada Konsep Suhu dan Kalor. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 5(1), 27–35. http://202.4.186.66/JPSI/article/view/8404.
Firmansyah, C., Ubaidillah, U., & Busriyanti, B. (2023). Design of The “Merdeka Belajar” Program for Students of High School Education. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(1), 38–48. https://doi.org/10.31538/munaddhomah.v4i1.328
Fitri, R., Jamaris, & Solfema. (2023). Teori Belajar Konstruktivisme dalam Perkuliahan Keanekaragaman Tumbuhan. Pedagogi Hayati, 6(1), 1–11.
Foong, L. Y. Y., Nor, M. B. M., & Nolan, A. (2018). The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection. Reflective Practice, 19(2), 225–242. https://doi.org/10.1080/14623943.2018.1437406
Guswita, S., Anggoro, B. S., Haka, N. B., & Handoko, A. (2018). Analisis Keterampilan Proses Sains dan Sikap Ilmiah Peserta Didik Kelas XI Mata Pelajaran Biologi Di SMA Al-Azhar 3 Bandar Lampung. Biosfer: Jurnal Tadris Biologi, 9(2), 249–258. https://doi.org/10.24042/biosfer.v9i2.4025.
Hanik, N. R., Harsono, S., & Nugroho, A. A. (2018). Penerapan Pendekatan Contextual Teaching and Learning dengan Metode Observasi untuk Meningkatkan Hasil Belajar pada Matakuliah Ekologi Dasar. Jurnal Pendidikan Matematika Dan IPA, 9(2), 127-138.
Harni. (2021). Penerapan Model Pembelajaran Inkuiri untuk Meningkatkan Motivasi dan Hasil Belajar Siswa pada Materi Cahaya dan Sifat-Sifatnya di SD Negeri 2 Uebone. Jurnal Paedagogy, 8(2), 181– 189. https://doi.org/10.33394/jp.v8i2.3481.
Inayah, G. N., Rochintaniawati, D., & Sanjaya, Y. (2023). Analisis Penggunaan Media Pembelajaran dan Implementasi ESD yang Digunakan Guru Biologi SMA/MA. BIODIK: Jurnal Ilmiah Pendidikan Biologi, 9(2), 24–34. https://doi.org/10.22437/biodik.v9i2.18834
Islami, F. H. (2021). Kajian Literatur Model Pembelajaran Bermakna (Meaningful Learning). Available at: https://doi.org/https://doi.org/10.31219/osf.io/dm284, diakses tanggal 17 Desember 2024.
Johnson, Elaine B. (2002). Contextual Teaching & Learning What It Is and Why It’s Here to Stay. California: Corwin Press, Inc.
Juryatina, Ekahidayatullah, M., Ruwaidah, Uyun, N., & Arifudin. (2024). Mengintegrasikan Sustainable Development Goals ( SDGs ) Dalam Pendidikan Guru Sekolah Dasar ( PGSD ) Abad 21 : Transformasi Calon Guru. Narasi: Jurnal Pendidikan Indonesia, 1(1), 13–21.
Karmana, I. W. (2022). Review Literatur : Studi Tingkat Pemahaman Education Sustainable Development (ESD) pada Siswa SMA. Biocaster : Jurnal Kajian Biologi, 2(3), 121–125. Available at: https://e-journal.lp3kamandanu.com/index.php/biocaster/46, diakses tanggal 16 Desember 2024.
Kemendikbudristek. (2024). Kajian Akdemik: Kurikulum Merdeka. Kementrian Pendidikan, Kebudayaan, Riset, Dan Teknologi. Available at: https://kurikulum.kemdikbud.go.id/, diakses tanggal 14 Desember 2024.
Khairoh, L., Rusilowati, A., & Nurhayati, S. (2014). Pengembangan Buku Cerita IPA Terpadu Bermuatan Pendidikan Karakter Peduli Lingkungan pada Tema Pencemaran Lingkungan. USEJ - Unnes Science Education Journal, 3(2), 519–527. https://doi.org/10.15294/usej.v3i2.3349.
Kim, J. S. (2005). The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-concept, and Learning Strategies. Asia Pacific Education Review, 6(1), 7–19.
Lozano, R., Ceulemans, K., Alonso-Almeida, M., Huisingh, D., Lozano, F. J., Waas, T., Lambrechts, W., Lukman, R., & Hugé, J. (2015). A Review of Commitment and Implementation of Sustainable Development in Higher Education: Results from A Worldwide Survey. Journal of Cleaner Production, 108, 1–18. https://doi.org/10.1016/j.jclepro.2014.09.048
Ma’ruf, M. I., Kristin, F., & Anugraheni, I. (2019). Penerapan Model Pembelajaran Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dan Hasil Belajar Siswa. Jurnal Basicedu, 2(1), 306– 312. https://doi.org/10.31004/basicedu.v3i2.7.
Maftuh, N. M. S. J. (2023). Understanding Learning Strategies: A Comparison Between Contextual Learning and Problem-Based Learning. Educazione., 1(1), 54–65. https://doi.org/10.61987/educazione.v1i1.496.
Marlina, R., Suwono, H., Yuenyong, C., Ibrohim, I., & Hamdani, H. (2024). Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher. Jurnal Pendidikan Sains Indonesia, 12(2), 279–293. https://doi.org/10.24815/jpsi.v12i2.35985
Maulidia, L., Nafaridah, T., Ahmad, Ratumbuysang. Monry FN, & Sari, E. M. (2023). Analisis Keterampilan Abad Ke 21 melalui Implementasi Kurikulum Merdeka Belajar di SMA Negeri 2 Bajarsari. SeminarNasional (PROSPEK II), Prospek II, 127–133.
Najib, D. A., & Elhefni, E. (2016). Pengaruh Penerapan Pembelajaran Bermakna (Meaningfull Learning) pada Pembelajaran Tematik IPS Terpadu terhadap Hasil Belajar Siswa Kelas III di MI Ahliyah IV Palembang. JIP Jurnal Ilmiah PGMI, 2(1), 19–28. https://doi.org/10.19109/jip.v2i1.1063
Nurismawati, A. F., & Kuntjoro, S. (2023). The Implementation of Student Worksheet Based on Contextual Teaching Learning on Ecosystem Materials to Train Scientific Process Skill for Students of Grade X Senior High School. Berkala Ilmiah Pendidikan Biologi (BioEdu), 12(3), 765-772. https://doi.org/10.26740/bioedu.v12n3.p764-771.
Pratama, Y. O., & Sukmawan, S. (2023). Campaign of the Week: a Learning Innovation, Advertising, Slogan, and Poster. In Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia. https://doi.org/10.4108/eai.7-11-2022.2329269.
Rahmah, N. (2013). Belajar Bermakna Ausubel. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 1(1), 43–48. https://doi.org/10.24256/jpmipa.v1i1.54
Rusman. 2014. Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Press
Samsudin, A., Raharjo, T. J., & Widiasih, N. (2023). Effectiveness of Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) Models in Class VI Science Subjects on Creativity and Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(11), 9324–9331. https://doi.org/10.29303/jppipa.v9i11.5290.
Saputro, M. N. A., & Pakpahan, P. L. (2021). Mengukur Keefektifan Teori Kontruktivisme dalam Pembelajaran. JOEAI (Journal of Education and Instruction), 4(1), 24–39. Available at: https://doi.org/https://doi.org/10.31539/joeai.v4i1.2151 MENGUKUR, diakses tanggal 16 Desember 2024.
Saragih, S., Zulkarnain, Z., & Nisa, S. (2020). The Impact of Learning Model Based on 2013 Curriculum Towards Contextual Problem Solving Skill. Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. https://doi.org/10.4108/eai.12-10-2019.2296290.
Schreiber, B. & Torabian, J.,(2023) "Student development in higher education in the era of the Agenda 2030 and the UN’s Sustainable Development Goals: towards SDGs 2.0," Journal of College and Character. 24(1),61-68.
Schunk, D. H. (2012). Learning Theories an Educational Perspective. Boston: Pearson Education, Inc.
Sebastián-López, M., & González, R. de M. (2020). Mobile Learning for Sustainable Development and Environmental Teacher Education. Sustainability (Switzerland), 12(22), 1–13. https://doi.org/10.3390/su12229757
Sekretariat GTK. (2020). Merdeka Belajar. Available at: https://gtk.kemdikbud.go.id/read-news/merdeka-belajar, diakses tanggal 13 Desember 2024.
Sopwan, I. D. (2022). Pendekatan Contextual Teaching and Learning (CTL) Berbasis Lembar Kerja Siswa untuk Meningkatkan Aktivitas dan Hasil Belajar IPA Terapan. Spizaetus: Jurnal Biologi Dan Pendidikan Biologi, 3(3), 127–135. https://doi.org/10.55241/spibio.v3i3.80.
Sudewi, N., & Tika, M. (2014). Studi Komparasi Penggunaan Model Pembelajaran Problem Based Learning (PBL) dan Kooperatif Tipe Group Investigation (GI) terhadap Hasil Belajar Berdasarkan Taksonomi Bloom. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 4(1).
Supardan, H. D. (2016). Teori dan Pratik Pendekatan dalam Pembelajaran. Jurnal Edunomic, 4(1), 1–15.
Suryana, E., Aprina, M. P., & Harto, K. (2022). Teori Konstruktivistik dan Implikasinya dalam Pembelajaran. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7), 2070–2080. Available at: http://jiip.stkipyapisdompu.ac.id/, diakses tanggal 17 Desember 2024.
Zhang, Q., & Kou, Q. (2012). The Course Research for the Software Program Based on the Constructivism Teaching Theories. Physics Procedia, 25, 2294–2297. https://doi.org/10.1016/j.phpro.2012.03.386
Syarifah, M. N., & Iswari, R. S. (2021). Development of CTL-approached Students Activity Worksheet in Environmental Change Learning Material to Increase Students Learning Outcome. Journal of Biology Education, 10(1), 42-51. https://doi.org/10.15294/jbe.v10i1.41239.
Tareze, M., & Astuti, I. (2022). Model Pembelajaran Kolaborasi SDGs Dalam Pendidikan Formal Sebagai Pengenalan Isu Global Untuk Meningkatkan Kesadaran Sosial Peserta Didik. Visipena, 13(1), 42-53.
Thamrin, L., Gustian, U., Suhardi, S., Zhongfulin, W., & Suryadi, D. (2024). The Implementation of Contextual Learning Strategies to Stimulate Students’ Critical Thinking Skills. Retos, 53, 52–57. https://doi.org/10.47197/retos.v53.102501.
Turyati, T., Hartati, S., & Nugraheni, N. (2020). Effectiveness of Project Based Learning (PjBL) to Improve Natural Science Learning Outcomes of Grade IV Students. Elementary School Teacher, 3(1). https://doi.org/10.15294/est.v3i1.27921.
Utaminingsih, S., & Shufa, N. K. F. (2019). Model contextual teaching and learning Berbasis Kearifan Lokal Kudus. UPT PERPUSTAKAAN. Universitas Muria Kudus, 1-70.
Welerubun, R. C., Wambrauw, H. L., Jeni, J., Wolo, D., & Damopolii, I. (2022). Contextual Teaching and Learning in Learning Environmental Pollution: The Effect on Student Learning Outcomes. Prima Magistra: Jurnal Ilmiah Kependidikan, 3(1), 106-115. https://doi.org/10.37478/jpm.v3i1.1487.
Wulandari, R. (2020). Characteristics and Learning Models of the 21st Century. Social, Humanities, and Educational Studies (SHES): Conference Series, 4(3), 8-16. https://doi.org/10.20961/shes.v4i3.49958.
Zairmi, U., Fitria, Y., & Amini, R. (2019). Penggunaan Model Pembelajaran Two Stay Two Stray dalam Pembelajaran IPA di Sekolah Dasar. Jurnal Basicedu, 3(4), 1031–1037. https://doi.org/10.31004/basicedu.v3i4.221.
