The Effect of Contextual Teaching and Learning Model with Quiz Card Mastery Strategy on Cognitive Student Learning Outcomes on the Material Classification of Living Things

Saskia Anggun Mulyanisa

Abstract


This study was motivated by some teachers who tend to teach by giving examples of
problems and solving them directly without providing opportunities for students to
convey ideas. The material is delivered more through the lecture method, so many
students have difficulty remembering what has been taught by the teacher. This study
aims to determine the application of the Contextual Teaching and Learning learning
model with the Quiz Card Mastery strategy to student learning outcomes on the
Classification of Living Things material. The research design used is the Pretest-
Posttest Control Group Design using a quantitative approach and random sampling
sample selection consisting of 64 students. The location of this research is at junior
high school 4 lamongan. Data collection techniques using student learning outcomes
tests, learning implementation observation sheets, and student response questionnaires
then data analysis techniques using paired sample t-test, n-gain test, learning
implementation analysis, and student response questionnaires. The results of this study
are: 1) The implementation of learning in teaching modules using the Contextual
Teaching and Learning model with the Quiz Card Mastery strategy is in the very good
category with an average of 94%. 2) There is a significant influence between learning
with the Contextual Teaching and Learning model with the Quiz Card Mastery
strategy on student learning outcomes with significant results from the paired sample
t-test of 0.00 <0.05. 3) Students' responses after applying the Contextual Teaching and
Learning model with the Quiz Card Mastery strategy were very positive with an
average percentage of student responses of 90.00%.


Keywords


Cognitive Learning Outcomes; Contextual Teaching and Learning Model; Quiz Card Mastery

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