Model Contextual Teaching and Learning (CTL) dalam Pembelajaran Biologi: Literature Review

Dea Abyanti Putri; Amanda Rya Agustyn; Adinda Kinantia Gayatri; Priska Enjelina Napitu; Jodion Siburian; Lely Mardiyanti; Ali Sadikin

doi:10.36312/panthera.v6i4.1567

Authors

Dea Abyanti Putri Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia
Amanda Rya Agustyn Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia
Adinda Kinantia Gayatri Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia
Priska Enjelina Napitu Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia
Jodion Siburian Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia
Lely Mardiyanti Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia
Ali Sadikin Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jalan Jambi-Muara Bulian KM. 15, Muaro Jambi, Jambi 36361, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i4.1567

Keywords:

Contextual Teaching Learning (CTL), Learning Outcomes, Biology Learning

Abstract

Biology instruction requires strategies that can link scientific concepts to real-life situations experienced by students, thereby making the learning process meaningful. One approach used to achieve this goal is Contextual Teaching Learning (CTL), a learning model that emphasizes the connection between the subject matter and students’daily lives. This study was conducted to analyze the application of the CTL model in biology education and to examine its strengths and limitations based on various published research findings. The method used wa a Systematic Literature Review (SLR), conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The literature search was conducted using the Google Scholar database, which provides various national scientific publications relevant to the research topic. After going through the stages of identification, screening, eligibility assessment, and selection based on the PRISMA flowchart, 20 national scientific articles were identified that met all the criteria for analysis in this study. The result of the review indicate that the application of CTL consistently has a positive impact on biology learning outcomes, critical thinking skills, creativity, science literacy, collaboration skills, and students’ active participation in the learning process. Additionally, the use of CTL can enhance conceptual understanding because students learn through experiences and problems that are relevant to their environment. Overall, CTL is an effective learning model for improving the quality of biology education while supporting the development of 21^st-century skills.

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