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首页> 外文会议>Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education >The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi
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The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi

机译：情境教学方法对学生激励，思维技能和学习成果的影响，课堂SMPN 2 Parigi

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The research aims to: (1) describe the effectiveness of the implementation of Contextual Teaching and Learning (CTL) approach to motivation, thinking skill and learning outcome of biology subject for eighth grade students of SMP Negeri 2 Parigi; (2) describe the relationship between motivation, thinking skill, and learning outcome of Biology subject for eighth-grade students of SMP Negeri 2 Parigi. Fifty nine students of grade eighth were selected as the purposive sample, class D as the control group and class C as the experiment one. Data were analyzed by a two-tailed t-test and Product Moment Correlation. The results of the study show that: (1) for motivation, the result of test t_(-count) was -5.603 and t_(-table) was 1.96. This means that t_(-count) was outside of the critical region. Hence Ho was accepted. The difference in learning motivation was affected by CTL. This means that learning motivation was affected by CTL; (2) for thinking skill, the result of test displayed that t_(-count) was -7.124 and t_(-table) was 1.96. It means t_(-count) was outside of the critical region. So that Ho was accepted. That difference in thinking skill was affected by CTL. It means, thinking skill was affected by CTL; (3) for learning outcome, the result of the test revealed that t_(-count) was -4.451 and t_(-table) were 1.96. It means t_(-count) was outside of the critical region denoting that Ho is accepted. The difference in learning outcome was affected by CTL; (4) the relationship between learning motivation (X_1) with learning outcome (Y) was 0.417. It was a positive direction. The relationship was in "enough" category. Both variables were significant because of the value of p or sig. = 0.00 was smaller than α = 0.05 (5%); (5) the relationship between thinking skill (X_2) with learning outcome (Y) was equal to 0.578. It is a positive direction. The relationship was in "enough" category. Both variables were significant because the value of p or Sig. = 0.00 was smaller than α = 0.05 (5%); and; (6) the correlation coefficient (R) was 0.733. This can be explained that learning motivation and thinking skill respectively had a close relation with learning outcome.
机译：该研究旨在：（1）描述中文教学和学习（CTL）方法的有效性，用于SMP Negeri 2 Parigi八年级学生生物学科目的动机，思维技能和学习结果; （2）描述SMP Negeri 2 Parigi的八年级学生生物学科目的动机，思维技能和学习结果的关系。选择五十九岁的八分之一的学生作为目的样品，D类作为对照组和C类作为实验。通过双尾T检验和产品矩相关性分析数据。研究结果表明：（1）用于动机，测试T _（ - 计数）的结果为-5.603和T _（ - 表）为1.96。这意味着T _（ - 计数）在关键区域之外。因此，何被接受了。学习动机的差异受CTL的影响。这意味着学习动机受CTL的影响; （2）对于思维技能，测试结果显示T _（ - 计数）为-7.124和t _（ - 表）为1.96。这意味着t _（ - count）在关键区域之外。所以何被接受了。思维技能的差异受CTL的影响。这意味着，思维技能受CTL的影响; （3）对于学习结果，测试结果显示，T _（ - 计数）为-4.451和t _（ - 表）为1.96。它意味着t _（ - count）在表示Ho被接受的关键区域之外。学习结果的差异受CTL的影响; （4）学习结果（Y）的学习动机（X_1）之间的关系为0.417。这是一个积极的方向。这种关系是“足够的”类别。由于P或SIG的值，这两个变量都很重要。 = 0.00小于α= 0.05（5％）; （5）学习结果（y）的思维技能（X_2）之间的关系等于0.578。这是一个积极的方向。这种关系是“足够的”类别。由于P或SIG的值，这两个变量都很重要。 = 0.00小于α= 0.05（5％）;和; （6）相关系数（R）为0.733。这可以解释说，学习动机和思维技能分别与学习结果密切相关。

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