The Profile of Student Activities in Learning Basic Natural Science Concepts Through the Contextual Teaching and Learning (Ctl) Approach with Group Investigation (Gi) Model

Science learning essentially requires students to cultivate curiosity so that it triggers to conduct investigations by doing science activities. The purpose of this research is to know the profile of student activity in learning basic concept of IPA through contextual teaching and learning approach (CTL) with group investigation (GI) model.The subject of this research is Program of primary teacher education UMMGL students consisting of two classes with 83 people. The research method is descriptive. Data collection techniques were conducted by setting the focus of research, selecting informants as data sources, collecting data, assessing data quality, analyzing data, interpreting data, and drawing conclusions on the findings.From the research results can be concluded that the profile of student activity in learning basic concept of science through CTL approach with the average GI model is in very good category.


INTRODUCTION
Student learning activity is the involvement of students in the form of attitudes, thoughts, attention, and activities in learning activities to support the success of teaching and learning process in obtaining benefits from these activities (Kunandar, 2008). Student learning activities can include physical activity as well as mental activity.
Such activities in learning can stimulate and develop the students' talents and interests. Students can also practice critical thinking and solve problems in everyday life. Without the student activity, the learning process may not take place properly. The learning process that occurs in the classroom must involve active students (Sardiman, 2010).
Therefore lecturers need to design the learning process in a systematic way so as to stimulate student activity in learning and make students as subject of learner (Sudjana, 1990). Natural Science (IPA) is concerned with how to find out about nature systematically, So that Natural Science (IPA) is not just a collection of knowledge in the form of facts, concepts, or principles only but also a process of discovery (BSNP, 2006). Natural science learning should be emphasized in the hands-on experience of the students to make their own discoveries (experiments) and understand the environment. Therefore, an approach is needed, one of them is by using Contextual Teaching and Learning (CTL) approach. CTL is a concept that links the subject content with real-world situations and fosters students' interest in making connections between knowledge and its application in everyday life (Irawan, 2017). Learning is not memorizing in CTL, but the process of constructing knowledge in accordance with their experience (Sanjaya, 2006). Therefore, with learning (CTL) students are expected to be able to change the way of learning which has been more awaiting information from teachers to meaningful learning to solve their own concepts of materials learned so that the expected quality of the process and student learning outcomes will be better (Nurhidayah, 2017). Group Investigation (GI) is one of several learning models covered in cooperative learning. This model involves students in planning the topics to be studied and how to carry out their investigations (Majid, 2013) (Nurhadi, 2004). Sharan and colleagues describe the six steps in GI learning: selection of topics, cooperative learning, implementation, analysis and synthesis, final product presentation, and evaluation (Arends, 2008). In this learning the students are actively involved from the beginning to the end of the learning and can improve student learning outcomes and activities (Dewi, Iswari, Susanti, & Supriyanto, 2012 The results of the student activity assessment are summarized in the following table which is written in the percentage (%) level of student activity for each aspect of the assessment.   (Sanjaya, 2006).

Tool Creation and Exposure Activity
While the lowest on the ability to communicate the results (89.58%) and the Accuracy of tool selection (89.58%).
The ability to communicate is still low because unfamiliar with expressing opinions through cooperative learning is also less precise in choosing the tool due to cohesiveness in teamwork that has not been established well so that still cause differences of opinion. for class A and 86.78% for class B, so categorized in excellent activity (Arikunto, 2010).
From the learning process, the students showed positive activity and actively involved in every phase of GI model (Dewi, et. al, 2012).  To further show the activity profile in each aspect the assessment can be seen from the following histogram This means that the average student in class B has not been able to cope perfectly with the problems that arise when the experiment is done. Overall assessment aspects undertaken in CTL process with GI model can be concluded that run effectively and able to show profile of student activity clearly.
Components in the contextual learning model are closely related to the activity of the learning process. The concept of active learning which is a concept in the learning process that emphasizes the importance of students more actively learning compared with the activities of lecturers as teachers (Sudjana, 1990