2.png)
1.png)
1.png)
1.png)
1.png)
4.png)
.png)
1.png)
.png)
.png)
3.png)
1.png)
1.png)
Email this article A Contextual Teaching and Learning Method to Enhance the Critical Thinking Abilities of Children with Special Needs
Abstract
Critical thinking ability is a crucial cognitive skill that needs to be developed for students with special needs. Critical thinking involves the capacity to analyze, evaluate, and solve problems in a logical and rational manner. Among students with special needs who have diversity in physical, motor, cognitive, and socio-emotional aspects, particular attention is required, especially in critical thinking abilities. The critical thinking abilities of visually impaired, hearing impaired, and physically disabled students lie in providing simple explanations and offering more advanced explanations with the assistance of teachers. The aim of this study is to determine the improvement in critical thinking abilities of children with special needs (visually impaired, hearing impaired, and physically disabled) in the subject of science before and after using the Contextual Teaching and Learning (CTL) method. This research employs a quantitative approach with a quasi-experimental design called interrupted time series. The interrupted time series design is utilized to measure the dependent variable at multiple time points. The study involves four measurements: an initial observation and three post-intervention observations. The instrument employed is observation, which contains critical thinking indicators. The hypothesis is tested using the Wilcoxon sign rank test. The research results indicate an enhancement in critical thinking abilities among students with special needs after being subjected to the Contextual Teaching and Learning (CTL) intervention. The score difference between the first observation and the fourth observation is 63.125, and the fourth observation is 80.375. For visually impaired students, critical thinking abilities in terms of explaining a condition or concept and constructing arguments improved. Hearing-impaired students experienced improvements in sub-indicators such as identifying terms, considering source credibility, and building arguments. Physically disabled students demonstrated improvement in aspects like formulating alternative solutions, answering “why” questions, interpreting statements, and providing reasons.
Keywords
Full Text:
PDFReferences
Agus, I. (2019). Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy. Jurnal Riset Pendidikan Matematika, 6(2), 120–132. https://doi.org/https://doi.org/10.21831/jrpm.v6i2.14517
Al-Shenikat, F. A. H. (2022). The level of critical thinking of a Jordanian sample of blind students and its relationship with some variables. Educational Research and Reviews, 17(2), 53–67.
Ardiansyah, S., Ertikanto, C., & Rosidin, U. (2019). Pengaruh penggunaan modul pembelajaran kontekstual berbasis multiple representations pada materi fluida statis terhadap kemampuan berpikir kritis siswa. Jurnal Pendidikan Fisika, 7(2), 265. https://doi.org/10.24127/jpf.v7i2.1489
Arifin, J. (2017). SPSS 24 untuk penelitian dan skripsi. Elex Media Komputindo. https://doi.org/https://doi.org/10.5897/err2021.4176
Azizah, L. F. (2018). Pengaruh penerapan metode pembelajaran snowball throwing terhadap peningkatan prestasi belajar matematika siswa tunarungu ditinjau dari efikasi diri akademik. Autentik: Jurnal Pengembangan Pendidikan Dasar, 2(1), 46–56.
Brown, T. H. (2020). Childhood hearing impairment. Paediatrics and Child Health, 30(1), 6–13. https://doi.org/10.1016/j.paed.2019.10.002
Depdiknas. (2002). Pendekatan kontekstual (Contextual teaching and Learning).
Desiningrum, D. R. (2017). Psikologi anak berkebutuhan khusus. psikosain.
Hadiprayitno, G., Lestari, N., Kusmiyati, K., Sukri, A., & Irawan, J. (2022). An analysis on students problem-solving skill and scientific literacy based on Higher Order Thinking Skills (HOTS) viewed from gender. Jurnal Penelitian Pendidikan IPA, 8(5), 2508–2512.
Handoyo, R. R. (2016). Pengembangan komunikasi anak tunanetra dalam permainan kooperatif traditional. JPK (Jurnal Pendidikan Khusus), 12(2), 96–111.
Hendawati, Y., & Kurniati, C. (2017). Penerapan metode eksperimen terhadap pemahaman konsep siswa kelas V pada materi gaya dan pemanfatannya. Metodik Didaktik: Jurnal Pendidikan Ke-SD-An, 13(1).
Kadarisman, D. H., & Sartinah, E. P. (2018). Pengaruh pembelajaran kontekstual terhadap hasil belajar IPA pada siswa tunadaksa di SMPLB YPAC Surabaya. Jurnal Pendidikan Khusus, 10(2).
Khoiriyah, S. (2018). Analisis kemampuan berfikir kritis Matematika pada siswa tunarungu di sekolah luar biasa (SLB) Negeri Pringsewu. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 1(2), 375–378.
Kurniawan, T., & Maryani, E. (2016). Pengaruh lingkungan keluarga dan lingkungan sekolah terhadap keterampilan berpikir tingkat tinggi peserta didik dalam pembelajaran IPS. JURNAL PENDIDIKAN ILMU SOSIAL, 24(2), 209. https://doi.org/10.17509/jpis.v24i2.1457
Larsen, P. P., Thiele, S., Krohne, T. U., Ziemssen, F., Krummenauer, F., & Holz, F. G. (2019). Visual impairment and blindness in institutionalized elderly in Germany. Graefe’s Archive for Clinical and Experimental Ophthalmology, 257(2), 363–370. https://doi.org/10.1007/s00417-018-4196-1
Lestari, F. P., Ahmadi, F., & Rochmad, R. (2021). The implementation of mathematics comic through contextual teaching and learning to improve critical thinking ability and character. European Journal of Educational Research, 10(1), 497–508. https://doi.org/10.12973/eu-jer.10.1.497
Lombardi, T. P., & Savage, L. (1994). Higher order thinking skills for students with special needs. Preventing School Failure, 38(4), 27–31. https://doi.org/https://doi.org/10.1080/1045988x.1994.9944318
Maolidah, I. S., Ruhimat, T., & Dewi, L. (2017). Efektivitas penerapan model pembelajaran flipped classroom pada peningkatan kemampuan berpikir kritis siswa. Educational Technologia, 1(2).
Masrukin, A., & Arba’i, A. (2018). Metode diskusi dan tanya jawab dalam pembelajaran ski untuk meningkatkan keaktifan belajar siswa kelas VII-H MTS Al-Mahrusiyah Lirboyo Kediri. Intelektual: Jurnal Pendidikan Dan Studi Keislaman, 8(3), 451–466.
Muchlis, E. E., & Maizora, S. (2018). Upaya meningkatkan kemampuan pemahaman konsep trigonometri melalui pendekatan konstruktivisme dengan berbantukan Macromedia Flash 8 pada mahasiswa program studi pendidikan matematika FKIP Universitas Bengkulu. Jurnal Riset Pendidikan Matematika Jakarta, 1(1), 39–44.
Nurhadi, M. A. (2003). Sistem Manajemen yang Efektif untuk Menunjang Mutu Pendidikan dalam Iklim Desentralisasi. Seminar Program Pascasarjana Unnes.
Ramdani, A., Jufri, A. W., Jamaluddin, J., & Setiadi, D. (2020). Kemampuan berpikir kritis dan penguasaan konsep dasar IPA peserta didik. Jurnal Penelitian Pendidikan IPA, 6(1), 119–124. https://doi.org/https://doi.org/10.29303/jppipa.v6i1.388
Retnaningrum, W. (2016). Peningkatan perkembangan kognitif anak usia dini melalui media bermain memancing. JPPM (Jurnal Pendidikan Dan Pemberdayaan Masyarakat), 3(2), 207–218.
Rosnita, R., Yusnita, Y., Salfiyadi, T., & Amiruddin, A. (2022). Pembelajaran anak berkebutuhan khusus dengan strategi dampingi dan motivasi. JGK (Jurnal Guru Kita), 6(3), 325–338. https://doi.org/https://doi.org/10.24114/jgk.v6i3.36618
Russell, M. J., Scott, C. W. M., Murias, K., Gibbard, W. B., Cui, X., Tough, S., & Zwicker, J. D. (2021). Cross-ministry data on service use and limitations faced by children in special education. Disability and Health Journal, 14(4), 101118. https://doi.org/https://doi.org/10.1016/j.dhjo.2021.101118
Somantri, S. (2006). Psikologi anak luar biasa. In Bandung: Refika Aditama (Vol. 37).
Strogilos, V., Lim, L., & Binte, M. B. N. (2021). Differentiated instruction for students with Special Educational Needs (SEN) in mainstream classrooms: contextual features and types of curriculum modifications. Asian-Pacific Journal of Education.
Sugiyono, S. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.
Tari, D. K., & Rosana, D. (2019). Contextual teaching and learning to develop critical thinking and practical skills. Journal of Physics: Conference Series, 1233(1), 12102. https://doi.org/https://doi.org/10.1088/1742-6596/1233/1/012102
Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In Handbook of self-regulation (pp. 727–747). Elsevier.
Winarno, M. E. (2013). Metodologi penelitian dalam pendidikan jasmani. Um press.
Yusyac, R., Muslem, A., & Yasin, B. (2021). Using contextual teaching and learning (CTL) approach to improve students’ speaking ability. English Education Journal, 12(3), 459–475. https://doi.org/https://doi.org/10.24815/eej.v12i3.19189
DOI: http://dx.doi.org/10.17977/um048v29i2p121-127
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Jurnal Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution 4.0 International License.
| Jurnal Ilmu Pendidikan |
Jurnal Ilmu Pendidikan is licensed under a Creative Commons Attribution 4.0 International License.