The Effect of Contextual Teaching Approach on Cognitive Learning Outcomes and Student Responses in the Topic of Light I Made Astra1 (a*), Anderias Henukh (b) , Asep Irvan Irvani (c), Selestina Kostria Jua (b)
a)Department of physics education, Universitas Negeri Jakarta, Jakarta, Indonesia
b)Department of physics education, Universitas Musamus, Merauke, Indonesia
c)Department of physics education,Universitas Garut, Garut, Indonesia
Abstract
This study examines the effect of contextual teaching approach (CTA) on cognitive learning outcomes and student responses to light. This study also analyzes the planning, implementation, and evaluation of learning using CTA. The method used was quantitative descriptive, which involved a pre-test and post-test to measure cognitive learning outcomes and a questionnaire to assess students^ responses to this approach. The research subjects were 35 junior high school students who studied light using CTA. The instruments used included a pre-test, a post-test, a questionnaire, and evaluation sheets for lesson planning, implementation, and evaluation. The lesson planning analysis showed an average score of 3.75 for the lesson plan and student worksheets, categorized as good. In the learning implementation, aspects such as introduction, core activities, closing, time management, and classroom atmosphere scored an average of 3.70, also rated good. The learning evaluation, including the test and answer key, also scored an average of 3.70, categorized as good. Regarding cognitive learning outcomes, the average student pre-test score was 50%, while the post-test increased to 80%. The average N-gain score reached 0.7, indicating a significant increase in students^ understanding of the light material. This study^s implications show that CTA effectively improves cognitive learning outcomes and student engagement. This approach can improve the quality of learning in various subjects, especially in science.
