CTL (Contextual Teaching and Learning) By: Group 2 Siti Sofiyah (110210151003) Aya Shofia M. (110210151008) Bernadeta Patria W. (110210151017) Amalia Martha S. (110210151021) Intan Mahyastuti (110210151023)

Definition Contextual Teaching and Learning (CTL) is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers.

The Characteristics of CTL Meaningful learning The existence of a strong link between the material being studied with the real world. Students act critically and teacher creative and inovative. Using authentics assessment

Contextual Teaching and Learning (CTL): The 7 Principles Constructivism Inquiry Questioning Learning Community Modeling Reflection Authentic Assessment

Contextual Teaching and Learning (CTL): The 7 Principles Contructivism Constructivism is the process of build or develop new knowledge in students' cognitive structure based on experience. 2. Inquiry The second principle is the inquiry in contextual learning. That is, the learning process is based on a search and discovery through a process of thinking systematically.

Contextual Teaching and Learning (CTL): The 7 Principles 3. Questioning Learning is basically asking and answering questions. Questioning can be regarded as a reflection of the curiosity of every individual, while answering the questions reflects a person's ability in thinking. 4. Learning Community In the contextual teaching and learning CTL) implementation of learning communities can be done by applying learning through study groups.

Contextual Teaching and Learning (CTL): The 7 Principles 5. Modeling Modeling is a learning process as an example to demonstrate something that can be emulated by every student. 6. Reflection Reflection is the process of settling the experience has been learned that is done by re-sorting events or events that have gone through the learning.

Contextual Teaching and Learning (CTL): The 7 Principles 7. Authentic Assessment Authentic assessment is the process by the teacher to gather information about the students learning progress. This assessment is needed to determine whether students are actually learning or not.

THE DIFFERENCES BETWEEN CONTEXTUAL TEACHING AND LEARNING AND TRADITIONAL LEARNING NO. CTL TRADITIONAL 1. students actively engaged in the learning process students are passive recipients of information 2. students learn from friends through group work, discussion, mutual correction students do individual learning 3. learning linked to real-life or simulated problems abstract and theoretical learning 4. behavior is built on self-awareness behavior built on habits 5. skills based on the basis of understanding skills based on the basis of training 6. Gifts of good behavior is self-satisfaction Gifts of good behavior is praise or value 7. good behavior based on intrinsic motivation good behavior based on motivation

NO. CTL TRADITIONAL 9. students are asked to take responsibility to monitor and develop their own learning teacher is determining the course of the learning process 10. learning occurs in a variety of places, context and setting learning only occurs in the classroom 11. learning outcomes measured in various ways: process, work, work of result, performances, recordings, test learning outcomes measured in test

CTL and Life Skill Education There is some relationship between the CTL concept and the concept of life skill education : 1. CTL is one embodiment of the concept of life skills education 2. context used in the CTL is expected true - true to form or enhance the skills of students, 3. students' skill formation in the form of a paradigm constructivist life skills education is a program where students skills that students have to be willing and brave to face the problems of life and naturally without feeling pressured, then proactively and creatively search for and find a solution so that eventually able to overcome.

there are 5 aspects of life skills that will be achieved with the concept of life skills that are divided into two categories, namely: 1. General life skill a. self awareness b. thinking skill c. social skill 2. Specific life skill a. academic skill b. vocational skill

application for the purpose of familiarizing students with real-life fairy in the environment and raise awareness about the meaning or value of one's actions on the fulfillment of their needs. in addition, to provide a choice of actions that can refer to creativity. To realize this concept, the subjects serve to explain natural phenomena in life so it is easier to understand and easy to solve the problem. in other words, the subjects are a tool to help develop problem-solving skills and cope with life. For it, study subjects than for the good in those subjects, but that a person can use in life.

Scheme of the relation between study subject, life skill and real life :

Implementation of life skills education program was developed through a careful needs assessment in accordance with the potential of the region and its development. to avoid programs that simply train skills but no field work or can not be implemented as a standalone business forms. education should ideally be relevant to a variety of real life. due to such issues in education i can not give you the knowledge to cope with what the community need