Contextual Teaching and Learning (CTL) Model and Its Influence on Critical Thinking Skills of Elementary School Students

Abstract

This study aims to analyze the Contextual Teaching and Learning (CTL) model on Critical Thinking Ability and learning outcomes. The type of research used in this study is quantitative research (quasi-experimental). The subjects used in this study are class V students with a total of 70 students consisting of two classes (VA and VB) at SDN 02 Selat Tengah. The instruments used in this study are tests, observation sheets, and documentation. Data analysis techniques were carried out, namely descriptive tests (mean, median, mode, and standard deviation) and inferential tests (Normality, Homogeneity, and Manova). Based on data analysis using SPSS v.24, the normality test of critical thinking ability using Kolmogorov-Smirnov is sig > 0.05 from the results of the pretest and posttest of the control and experimental classes and the homogeneity test using the based mean is sig > 0.05 from the results of the pretest and posttest of the control and experimental classes while the Manova test obtained shows a significance value of 0.000. 0.000 < 0.05 then Ho rejected and Ha accepted. Based on this, it can be concluded that there is an Influence of the CTL Model on Science Critical Thinking Ability at the Elementary School Level of the Concept of Changing the Form of Objects.