Meta Analysis The Influence of Contextual Teaching and Learning (CTL) on Student’s Physics Learning Competence

Natasya, Ziola (2022) Meta Analysis The Influence of Contextual Teaching and Learning (CTL) on Student’s Physics Learning Competence. Skripsi thesis, Universitas Negeri Padang.

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Abstract

This research is a meta-analytic study using a quantitative approach that aims to 1). determine the effect size of the influence of contextual teaching and learning (CTL) on students' physics learning competence. 2) knowing the influence of contextual teaching and learning (CTL) on physics learning competence which has the highest effect size based on: a). competence generated, b). domain competence, c). grade level, d). education unit level, d). research location, e). research area, f). subject matter, g). learning media and h). learning models. This research is a type of meta-analysis research using a quantitative approach. The research steps are 1). selecting articles based on established criteria, 2). perform a qualitative analysis on the article, 3). perform quantitative analysis on articles, 4). determine the effect size of each article, 5). Grouping articles based on control and moderator variables, 6). Determine the summary effect size of each group, 7). Interpret, conclude and make reports. Based on the research steps carried out, 20 sample articles were selected that met all the criteria set by the researcher. Based on the research that has been done, it leads to the following conclusions: 1). Summary effect size the influence of contextual teaching and learning on students' physics learning competence is 0.832 in the high category. 2). Contextual Teaching and Learning (CTL) has the highest effect size: a). on the competence generated to problem solving ability with a summary effect size of 1.366 in the very high category, b). in domain competence of knowledge (cognitive) with a summary effect size of 0.833 in the high category, c). in class VIII with a summary effect size of 1.131 in the very high category, d). at the Junior High School level with a summary effect size of 0.972 in the high category, e). in the province of Bali with a summary effect size of 2,092 in the very high category, f). in the islands of Bali and Nusa Tenggara with a summary effect size of 1, 076 in the high category, g). on Force material with a summary effect size of 1,358 in the very high category, i). when using teaching aids as learning media with a summary effect size of 1,004 which is classified in the high category, j). when combined with a direct instruction model with a summary effect size of 2,318 which is classified in the very high categor

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