International Journal of Science and Applied Science: Conference Series P-ISSN: 2549-4635

Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 E-ISSN: 2549-4627
International Conference on Science and Applied Science 2016 doi: 10.20961/ijsascs.v1i2.5128

The effect of application of contextual teaching and

learning (CTL) model-based on lesson study with mind
mapping media to assess student learning outcomes on
chemistry on colloid systems

Annisa Fadillah1, Ni Putu Laksmi Cintya Dewi2, Dimas Ridho3, Ahmad Nurkholis
Majid4, Meidiana Nur Budi Prastiwi5
1234
Chemistry Education Department of Post Graduate Program, Yogyakarta State University,
Yogyakarta, INDONESIA
1
Email: afadillah87@gmail.com

Abstract. The research was conducted to determine the effect of the application of
CTL learning model based on lesson study with mind mapping media to the
learning outcomes of students on colloid systems. The population of this research
was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on
the purposive random sampling. The Experiment class was taught with Contextual
Teaching and Learning (CTL) model based on Lesson Study with Mind Mapping
media and the control class taught with conventional learning model. The data was
collected using an objective test was consisting of 20 questions which validity,
reliability, level of difficulty and power of difference had been tested. T test results
showed that tcalculate = 2.1 and ttable = 1.6697 thus tcalculate> ttable which means that Ha
is accepted and Ho is rejected. The enhancement of the student learning outcomes
showed that the results of experiment class are g = 72.88%, while the control class
is 68.97%. From the percentage, it can be seen that learning outcomes of the
experiment class are greater than the control class. The analysis of developing
cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus
the domain of cognitive level are on the cognitive aspects of C2. The result of
Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28%
at the second lesson. It means that there is increasing adherence to the indicators
after two lessons. Based on the above results, it can be concluded that the result of
studying chemistry of the students of class XI of SMA Negeri I Sunggal TA
2014/2015 taught by a CTL model based on Lesson Study with Mind Mapping
media was higher (72.88%) than those taught by conventional learning models
(68.97%) in the subject matter of colloids System.

1. Introduction
Learning science, especially chemistry, is closely related to daily experiences.
Chemistry is not a subject that is easily understood by the students because the concept
is difficult and abstract[1]. Therefore, in the learning process, presentation of chemical
materials need to be made interesting and fun so that students are understand such that
they can understand the concept independently and can connect with real life.
Chemistry curriculum that is based too strongly to the theory often ignore the human
dimension and social, so it can cause the students to immediately give up to continue to
study chemistry [2].

101
International Journal of Science and Applied Science: Conference Series http://jurnal.uns.ac.id/ijsascs
Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

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 application to their daily lives
[3]. Contextual Teaching and Learning (CTL) aims to increase motivation of learners to
take what they have learned and apply it, making it meaningful in the context of actions
and interactions within their daily situations[4]. Also students learn through experience
instead of memorizing. Remembering knowledge is not a set of facts and concepts are
readily accepted but something to be constructed by the student [5]. Based on the results
of previously conducted studies, learning through Contextual Teaching and Learning
(CTL) models on the subject of colloids have influenced students’ learning outcome on
chemistry [6].
The aim of this study was to determine the learning result by teaching with
Contextual Teaching and Learning (CTL) model based on Lesson Study with Mind
Mapping and investigate the cognitive aspects of Taxonomy Bloom which the most
developed method through the application of Contextual Teaching and Learning (CTL)
model based on Lesson Study with Mind Mapping media on the subject of colloids
system.
The Lesson Study start with 1) plan lessons through academic exploration of the
teaching materials and teaching method; 2) conduct the teaching has planned by one
teacher and other observer, invite colleagues to observe; 3) reflect on the last lesson
through the exchange of views, reviews (reflecting, critiquing, and revising)[7], and
discuss with the observers. In Lesson study, a group composed of three to five
professional teachers usuallu with in the same grade level[8]. Therefore, the
implementation of lesson study program needs to be monitored and evaluated so they
will know how the effectiveness, efficiency and acquisition of the parties involved [9].
In addition, the pedagogical aspects can also be evaluated and identified with an aim to
improve teaching[10]. Mind mapping was defined by Buzan as “an expression of
radiant Thinking and is therefore a function of the human mind“ and ”a powerful
graphic technique which provides a universal key to unlocking the potential of
brain”[11]. According to Buzan mind mapping is different from concept mapping[12],
students are able to visualize links between non-linear ideas, which in turn provides for
creativity and meaningful learning[13]. Furthermore, mind mapping has been used to
assess[14]. In research conducted by Dewi Nirmalasari on 'Comparative Study Used
Mind Mapping and Crossword Puzzle media on Colloids' topic, student using Mind
Mapping media have a better cognitive achievement than students with Crossword
Puzzle media [15].

2. Methods
This research employed a quasi-experimental-control group design, involving pre and
post test. This study involves the control and experiment groups. A pre-test was
administered to the groups before treatment, to determine the group comparability. This
research was conducted in SMA Negeri 1 Sunggal grade XI on January – June 2015
school year and the time of the study on the implementation of the learning process was

102 International Conference on Science and Applied Science (Engineering and Educational Science) 2016
International Journal of Science and Applied Science: Conference Series http://jurnal.uns.ac.id/ijsascs
Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

the second semester of 2014 / 2015 academic year. The population in this study was all
students of grade XI SMA Negeri 1 Sunggal class XI of 2014/2015 school year,
consisting of 150 students of grade XI science and divided into four classes. The sample
in this study was taken by purposive random sampling technique. The reason for using
this technique was because each member of the population has an equal chance of
being elected to be the sample. However, teachers were different for some classes, so
that researchers deliberately chose classes that were taught by the same teacher for the
possible conditions that being taught by the same teacher means that they have the
same condition in learning. The sample consisted of 2 classes. First class used
CTL(Contextual Teaching And Learning) model based on Lesson Study using Mind
Mapping media, while the other class learned with conventional methods.

2.1. Technique of Data Analysis

Before conducting the study, instrument trial was first conducted, the research aims to
determine the level of validity, level of difficulty, different test ability and reliability
tests. Of the 40 questions that have been tested there were 20 questions deemed suitable
for use and qualified. This research uses several techniques of data analysis, namely
normality test, levene test, hypothesis test using one sample t test and learning result
improvement test (gain) which can be calculated by the formula:
𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
g= 𝑥 100
max score − 𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
If the value of g <0.3 = Low, 0.3 <g <0.7 = Medium, g ˃ 0.7 = High [16]. Then to
determine the cognitive domain developed on each treatment is done by counting the
number of each cognitive domains (C1 - C3) answered correctly on that class divided by
the number of questions or by using the following formula:
𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
g = 𝑖𝑑𝑒𝑎𝑙 𝑚𝑎𝑥 𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑥 100 %
Therefore, by using the above formula it will be visible which cognitive domains (C1
- C3) develop from each different given treatment [17]. This study also analyzes the
results of Lesson Study that is to determine the Percent of Improvement of each
indicator which developed in each meeting, that is done by calculating the average of all
indicators assessed by observers then the results are summed and divided by the number
of observers or by using formula:
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
Mean Indicator = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑟𝑠.
Then after getting the average point of each indicator, so to determine the percentage
increase in Lesson Study success can use the formula:
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑂𝑏𝑠𝑒𝑟𝑣𝑒𝑟 𝑆𝑐𝑜𝑟𝑒 𝑎𝑡 𝑀𝑒𝑒𝑡𝑖𝑛𝑔
Lesson Study Percentage = 𝑥 100%.
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑂𝑏𝑠𝑒𝑟𝑣𝑒𝑟
Then from the formula it will be known the Lesson Study Percentage Results for each
meeting.

International Conference on Science and Applied Science (Engineering and Educational Science) 2016 103
International Journal of Science and Applied Science: Conference Series http://jurnal.uns.ac.id/ijsascs
Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

3. Result and Discussion

From the results obtained after the calculation, the average value of pre test, post test,
standard deviation and student learning result improvement were received as in the
following table:

Table 1. Average Learning Result

From the table above it can be seen that there is a difference in the pre test and post
test score of experimental class as compared to the control class that can be presented in
the following picture:

100 79 83

Pretest
50 32 33
Post Test
0
Kontrol Eksperimen

Figure 1. Learning Result of Experiment Class and Control Class

74,00%
72,88%
73,00%
72,00%
71,00%
70,00% 68,97%
69,00%
68,00%
67,00%
Kelas Kontrol Kelas Eksperimen

Figure 2. The Result Pretest and posttest of experiment Class and Control Class

From the pre-test result of experiment class, it was obtained an average score of 33.
The posttest result of experiment class was an average score of 83. The average score
for control class’s pretest result was 32, and the average score for control class’s post
test result was 79.The average score of gain of the experiment class was 0.73 with the
average square deviation of 0.01. Having in mind that both sample were of normal
distribution and had the same variance or homogeneous, then it can be tested with t-test

104 International Conference on Science and Applied Science (Engineering and Educational Science) 2016
International Journal of Science and Applied Science: Conference Series http://jurnal.uns.ac.id/ijsascs
Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

right side hypothesis test. This test is to determine whether or not this hypothesis is
accepted. The criteria for testing is if the value of tcount> ttable then Ha is accepted and H0
is rejected. From the calculations, the value of t is:tcount = 2.1 and ttable =1.6697) at dk =
66 at real level α = 0.05, ie 1.6697. Further the tcount is consulted with the ttable value,
then tcount > ttable (2.1>1.6697). This indicates that Ha is accepted that chemistry learning
outcomes of students who apply learning models of Contextual Teaching And Learning
(CTL) based on Lesson Study with Mind Mapping media is higher than the
conventional learning model in the subject matter of Colloids Systems in class XI IPA
at SMAN 1 Sunggal. To view the learning outcome of the chemistry of students in
experiment class and control class is from the average normalized gain of experiment
class and control class multiply with 100%. The learning result improvement data of
experiment class and control class is in the diagram below.

74,00% 73,58%
73,00%
72,00%
71,00% 70,20%
70,00%
69,00% 68,63%
68,00%
67,00%
66,00%
C1 C2 C3

Figure 3. The Learning Result Improvement Percentage Of Experiment Class And

Control Class

to determine the cognitive aspects developing from the class taught with Contextual
Teaching and Learning model based on Lesson Study with Mind Mapping media, the
gain is calculated for every aspect of cognitive used in the research (Appendix 24),
starting from the level of knowledge (C1), comprehension (C2), and application (C3).
The obtained data is as follows:

Lesson Study Average Percentage

100,00% 88,28%
Average Percentage

80,00% 71,09%
60,00%
40,00%
20,00%
0,00%
First meeting Second Meeting

Figure 4. Percentage of Lesson Study Analysis Result

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Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

To identify which Lesson Study develops in developing class experiment, the

average for every aspect of the indicators used in the study is calculated. The analysis
result from improvement data in experiment class can be seen in the following table:

Table 2. Results Mean Each - Each Lesson study Indicators

Indicators Average score of Average score of
Meeting I Meeting II
Students forming a U-plan sitting 93.75 100
students working together 75 93, 75
students who do not understand / ask
87.5 81.25
to be taught
students who care and teach other
62.5 75
students
Students drown in their own mind 56.25 87.5
students listening more than talking 56.25 87.5
students maintaining motivation by
62.5 87.5
learning together
Students utilizing media 100 75

Once the average of each indicator is known, the percentage of Lesson Study result
at every meeting is determined. Lesson Study result average percentage can be seen in
the diagram below:

4. Discussion
The implementation of Lesson Study based learning was known from student activity
observation sheet which has been observed by the observers in the first and second
meeting was 71.093% and 82.28%. Furthermore, the cognitive gain expected that is C2
(understanding) with the result of 73.58% was in line with the CTL model constructing
students’ thought individually and as a group collaboration. The results of C1 cognitive
(knowledge) amounted to 70.20%, and the cognitive C3 (application) is 68.63%. If seen
the increase in cognitive aspects, it was C2, C1 and then C3. This cognitive percentage
obtained from the number of students answering questions on the cognitive aspects of
each C1, C2, and C3. The number of percentages of which cognitive aspects developed
can be seen from the analysis of the question. To get good results the questions analysis
should be distributed evenly to each indicator. This figure is some result of mind
mapping of student that cause higer student achievment.

106 International Conference on Science and Applied Science (Engineering and Educational Science) 2016
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Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

5. Conclusion
The learning out comes of student in experiment class is higher than the control class.
The Gain of student in experiment class is 0,79 and in control class is 0,66. The Lesson
Study result increases at secong meeting which is 88,28%. And the cognitive domain
developed is the cognitive understanding domain (C2) that is 73,58%.

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Int. J. Sci. Appl. Sci.: Conf. Ser. Vol. 1 No. 2 (2017) 101-108 doi: 10.20961/ijsascs.v1i2.5128

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108 International Conference on Science and Applied Science (Engineering and Educational Science) 2016