CTL

Contextual Teaching Learning Model Learning (CTL)
Contextual learning is a translation of the term Contextual Teaching Learning (CTL). The word comes from the word CONTEX contextual meaning "of relationships, context, mood, or situation". Thus the contextual mean "associated with the atmosphere (context). So Contextual Teaching Learning (CTL) can be interpreted as a sign of learning associated with a particular atmosphere.
Contextual learning is based on the results of the study John Dewey (1916) who concluded that the students will learn well if what is learned related to what is already known and with the activities or events that happen around him.
Contextual teaching itself was first developed in the United States beginning with the establishment of the Washington State Consortum for Contextual by the U.S. Department of Education. Between 1997 to 2001, has organized seven major project that aims to develop, test, and look at the effectiveness of the implementation of teaching mathematics contextually. The project involves 11 universities and 18 schools by involving 85 teachers and professors as well as 75 teachers who had given the previous briefing.
Implementation of this program worked well for college level so the results are recommended to get out in the implementation. For the school level, the implementation of this program showed a significant result, namely increased interest in students to learn, and enhance the active participation of students as a whole.
Different contextual learning with conventional learning, the Ministry of National Education (2002:5) suggests the difference between learning Contextual Teaching Learning (CTL) with conventional learning as follows:
Conventional CTL
Selection of the information needs of individual students; selection information is determined by the teacher;
Tend to integrate several fields (disciplines); Tend to focus on one field (discipline) specific;
Always relate the information with prior knowledge that has been owned by the student; Provide information to students pile up on the time required;
Implementing authentic assessment through the practical application in solving problems; Assessment of learning outcomes only through the academic activities of the test / reset

Characteristics of Contextual Teaching Learning Approach (CTL)
Contextual learning involves seven main components of productive learning: constructivism (Constructivism), ask (Questioning), find (Inquiry), community learning (Learning Community), modeling (modeling), reflection (Reflection) and assessment of the actual (Authentic Assessment) (Ministry of Education, 2003:5).
1. Constructivism (Constructivism)
Each individual can make a cognitive or mental structures based on their experience so individuals can form a concept or new idea, is said to be constructivist (Ateec, 2000). The function of teachers here helped shape the concept through discovery methods (self-discovery), inquiri and so forth, students participate actively in shaping new ideas.
According to Piaget's constructivist approach contains four core activities, namely:
1) Contains real experience (Experience);
2) The existence of social interaction (Social Interaction);
3) Establishment of environmental sensitivity (Sense making);
4) More attention to prior knowledge (Prior Knowledge).
Constructivism is the foundation of thinking (philosophy) a contextual approach, namely that human knowledge is built by little by little, the result is expanded through a limited context.
Knowledge is not a set of facts, concepts or rules that are ready to be taken or retained. Humans have to construct knowledge and give meaning through real experiences. Based on these statements, learning must be packed into a process of "construct" rather than receiving knowledge (Ministry of Education, 2003:6).
In line with Piaget's ideas regarding the construction of knowledge in the brain. Humans have the knowledge structure in the brain, such as boxes, each containing meaningful information are different. Each box will be filled by the experiences interpreted differently by each individual. Each new experience will be connected with a box that already contains a long experience that can be developed. Knowledge structures in the human brain is developed through two ways of assimilation and accommodation.
2. Asking (Questioning)
Asking questions is the main strategy in contextual learning. Activities used by teachers asked to encourage, guide and assess students 'thinking abilities for students' activities while asking an important part in implementing inquiry-based learning. In a productive learning, the activities ask helpful for:
1) Digging of information, both administratively and academically;
2) Check the students' prior knowledge and understanding of students;
3) Generating a response to students;
4) Knowing the extent to which students' curiosity;
5) Focusing attention on something that is desired student teachers;
6) Generating more questions from students;
7) Refresh the students' knowledge.
3. Finding (Inquiry)
Finding is a core part of the CTL-based learning. Knowledge and skills that students are not the result obtained considering a set of facts but the result of finding himself (MONE, 2003). Finding or inquiry can be interpreted also as a learning process based on a search and discovery through the process of thinking systematically. In general, the proceedings can be conducted through several steps, namely:
1) Formulate the problem;
2) Applying the hypothesis;
3) Collect data;
4) Test the hypothesis based on data found;
5) Make a conclusion.
Through a systematic process of thinking, students are expected to have a scientific attitude, rational, and logical for the formation of student creativity.
4. Community learning (Learning Community)
Learning Community concept suggests that the learning outcomes gained from cooperation with others. Learning outcomes were obtained from antarsiswa sharing, intergroup, and inter-already know who do not know about the matter. Every element of society can also play a role here by sharing experiences (MONE, 2003).
5. Modeling (Modeling)
Modeling in contextual learning is a skill or knowledge and uses a model that can be replicated. Models that can be a way to operate something or the teacher gives an example of how to do matches. In a sense the teacher provides a model on "how to learn". In contextual learning, teachers are not the only model. Models can be designed to involve students.
According to Bandura and Walters, a new student behavior controlled or studied first by observing and imitating a model. Models that can be observed or replicated students classified into:
1. Real life (real life), such as parents, teachers, or others.;
2. Symbolic (symbolic), the model presented orally, in writing or in pictures;
3. Representation (representation), the model presented using audiovisual equipment, such as television and radio.
6. Reflection (Reflection)
Reflection is a way of thinking about what the newly learned or backward thinking about what we've done in the past. What's new precipitate students learned as a new knowledge structure. New knowledge structure which is enrichment or revision of previous knowledge. Reflection is a response to events, activities, or new knowledge that is received (MONE, 2003).
In learning activities, reflection made by a teacher at the end of the lesson. Teachers leaving a moment of reflection so that students can make the realization of which can be:
1. Direct statement about what is gained in learning just done.;
2. Notes or journals in the student book;
3. Impressions and suggestions about the learning that has been done.
7. Assessment of the actual (Authentic Assessment)
Authentic assessment is the process of collecting various data that could provide a developmental learning students so teachers can determine whether the student has undergone a process of learning the truth. Authentic assessment emphasizes the learning process so that the data collected must be obtained from real work activities of students during the learning process.
Characteristics of authentic assessment according to the Ministry of Education (2003) include: implemented during and after the learning takes place, can be used for formative and summative, which measured the skills and attitudes in learning rather than remembering facts, continuous, integrated, and can be used as feedback. Authentic assessment is usually in the form of reported activities, homework, quizzes, student work, student achievement or performance, demonstrations, reports, journals, test results and write papers.
REFERENCES
Ministry of National Education. 2003. Contextual Approach. Jakarta: Ministry of National Education.
Nurhadi. 2003. Contextual Approach. Jakarta: Ministry of National Education.