Improving Students’ Science Process Skills for Material of Forces Through the Contextual Teaching Learning Model (CTL) in Elementary School

Abstract

Science process skill is an important aspect in learning natural science. However, previous studies revealed that students’ science process skills were still low so that various efforts are needed to improve it. One of the efforts to be done is implementing a learning model that can facilitate these skills is Contextual Teaching and Learning (CTL). This study aims to improve students’ science process skills through the CTL learning model. This research used a CAR design. The population were 74 elementary students, while the samples consisted of 26 students determined using random sampling technique. Data collection techniques used documentation, tests, and observations carried out in each action. The results of round 1 for the components of observation was 82%, categorization was 43%, measurement was 40%, interpretation was 48%, prediction was 46%, application was 46%, planning was 53%, and communication was 80%. The percentage of mastery learning in round 2 for the component of observation was 94%, categorization was 84%, measurement was 85%, interpretation was 88%, prediction was 89%, application was 87%, planning was 84%, and communication was 88%. Therefore, it can be concluded CTL model was able to improve students’ science process skills on material of forces.