Research Article
The Validity and Practicality Contextual Teaching and Learning Based Cognitive Distance in Learning IPS
@INPROCEEDINGS{10.4108/eai.24-9-2024.2353245, author={Roma Putra and Deny Setiawan and Hidayat Hidayat and Edy Surya}, title={The Validity and Practicality Contextual Teaching and Learning Based Cognitive Distance in Learning IPS}, proceedings={Proceedings of the 9th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2024, 24 September 2024, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={AISTEEL}, year={2024}, month={12}, keywords={high order thinking skill contextual teaching and learning cognitive distance}, doi={10.4108/eai.24-9-2024.2353245} }- Roma Putra
Deny Setiawan
Hidayat Hidayat
Edy Surya
Year: 2024
The Validity and Practicality Contextual Teaching and Learning Based Cognitive Distance in Learning IPS
AISTEEL
EAI
DOI: 10.4108/eai.24-9-2024.2353245
Abstract
The adoption of the Contextual Teaching Learning (CTL) learning model is anticipated to serve as a bridge to develop High Order Thinking (HOT) students, which in turn can enable students to accomplish High Order Thinking (HOT), which is a necessary skill for navigating the period of revolution 4.0. However, students^ HOTS level is still quite low. This is evident from the social studies learning outcomes for class V elementary school, where the average score is less than 70. This kind of research, which is a subset of development research (Research and Development), aims to create a useful product for educational use rather than test a theory. This research was conducted in primary schools in the Lubuk Pakam area. The results showed an increase in learning outcomes with an average of 7.5 and an increase in learning motivation of 88.01% and student self-regulation reached 86.6%.
