Journal of Physics: Conference Series

PAPER • OPEN ACCESS You may also like

- Design of an Electrochemical Sensor
Contextual teaching and learning (CTL) as a Using 2D Sheet-Like Cu@g-C3N4
Transducer Matrix for Electroanalysis of
strategy to improve students mathematical literacy Catechol
Ballur Prasanna Sanjay, Ningappa
Kumara Swamy, Shivamurthy Ravindra
Yashas et al.
To cite this article: N Afni and Hartono 2020 J. Phys.: Conf. Ser. 1581 012043
- Computational design of hepatitis C virus
immunogens from host-pathogen
dynamics over empirical viral fitness
landscapes
Gregory R Hart and Andrew L Ferguson
View the article online for updates and enhancements.
- A Revised Exoplanet Yield from the
Transiting Exoplanet Survey Satellite
(TESS)
Thomas Barclay, Joshua Pepper and Elisa
V. Quintana

This content was downloaded from IP address 103.18.184.10 on 20/05/2023 at 06:54

ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

Contextual teaching and learning (CTL) as a strategy to

improve students mathematical literacy

N Afni and Hartono

Department of Mathematics Education, Graduate School Program, Universitas Negeri
Yogyakarta, Indonesia

E-mail: [email protected]

Abstract. Mathematical literacy is defined as solving and using mathematics in various problems
to solve problems in real life. This problem begins with identification and problem solving.
Students will easily understand mathematics by applying their knowledge in various situations or
contexts. this ability can be trained through Contextual teaching and Learning (CTL). This
approach is one of the strategies that can improve students' mathematical literacy. Because CTL
can be used to connect real-world situations with mathematics so students can understand and
solve problems. CTL is recommended to make students use mathematical knowledge in
understanding, solving problems and communicating. However, not many teachers are aware that
increasing students' literacy skills can use CTL. Learning mathematics using this context is a
means of increasing students' mathematical knowledge. Students will be helped and feel happy
when learning mathematics related to the context that exists in everyday life. Therefore, the use of
contextual learning strategies is very important for teachers and students in improving
mathematical literacy skills.

1. Introduction
The application of mathematical concepts in solving mathematical problems is the focus of mathematics
learning in the current era of industrial development. Students are guided to understand problems and use
appropriate mathematical concepts to solve problems and find new knowledge. Mathematical learning
includes cognitive abilities such as reasoning, representation, communication, connection, and
mathematical problem solving [1]. Therefore students and teachers are required to implement a learning
strategy related to problem solving abilities and mathematical concepts.
Learning mathematics in class often uses existing problems in daily life or the real world. Through this
problem students can learn to identify problems and problem solving strategies. This learning process
allows students to interpret problems and solve them using mathematical methods. The results of learning
to solve these problems can improve the ability called mathematical literacy.
Facts show that there are those who still think that learning mathematics is only related to calculation
problems. Mathematics is better known to the public as the ability to calculate, but in reality the ability to
calculate is not enough to overcome more complex problems in real life [2]. So we need an ability to
connect the real world and mathematics. Therefore teachers and students must have the right strategy to
solve problems that exist in real life by using the mathematics ways.
Someone said to be mathematical literate or have mathematical literacy if he has the ability to
formulate problems or understand mathematical concepts, use reasoning in solving problems, be able to

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

connect mathematical abilities with various contexts, be able to communicate them in mathematical
language, and be able to interpret mathematical abilities in daily life from various contexts [3]. Literacy is
also an assessment content in PISA. One of the skills surveyed by PISA in mathematics is the ability of
mathematical literacy. PISA [4] states that the ability of mathematical literacy is defined as the ability of a
person to formulate, apply and interpret mathematics in various contexts, including the ability to do
mathematical reasoning and use concepts, procedures, and facts to describe, explain or predict phenomena
/ events. Contextual problems are used as instruments by PISA to measure students' mathematical
literacy. So the need for a strategy or approach based on context.
Many learning strategies use contexts, one of which is the contextual teaching and learning (CTL).
This approach is a learning strategy that helps students connect material with real world situations and
encourages students to make connections between the knowledge they have and their application in daily
life [5]. Contextual Teaching and Learning (CTL) will be more meaningful for students because it
involves situations or problems that exist in their environment [6]. But making students understand
mathematical concepts in order to be able to apply them to everyday life often experiences obstacles. The
fact is that there are still teachers who do not understand the importance of contextual learning. So the
question arises whether contextual teaching and learning is a way to improve students' mathematical
literacy? To answer this quetion, the authors systematically review relevant journals to meet whether CTL
could possibly improve mathematic literacy .

2. Method
This article uses the literature review method regarding knowledge, ideas, or findings contained in the
literature. So that it can provide theoretical and scientific information related to contextual approaches in
improving students' mathematical literacy abilities. Data is collected and analyzed in the form of
contextual learning literature and mathematical literacy abilities. In this article, the authors describe the
reasons for a contextual approach as a learning strategy that can improve mathematical literacy. In
addition, the authors also describe the stages in a contextual approach that can improve students'
mathematical literacy. So by applying a contextual approach to mathematics learning mathematical
literacy students can be improved. Data obtained from scientific journals and some author's experience.

3. Results and Discussion

3.1 Mathematical Literacy
Problems given to mathematics learning are inseparable from problems in real life. Students are identified
as having difficulties and do not understand even cannot solve the problem [7]. This causes students to be
less skilled in using their ability to use their mathematical knowledge to solve problems of daily life. This
ability is often referred as mathematical literacy [8]. If students are able to use mathematical literacy, they
can make models and predict solutions to mathematical problems quickly and easily [9].
Mathematical literacy in the context of PISA is as a person's ability to formulate, use and interpret
mathematics in a variety of contexts, which involves the use of mathematical reasoning abilities,
concepts, procedures, facts, and tools to describe, explain, and make predictions about an event, which
helps someone to recognize the usefulness of mathematics in real life, as well as a basis for consideration
and decision-making needed by the community [10]. De Lange [11] argued that mathematical literacy is
the ability of students to analyze, reason, and communicate their ideas when formulating, completing, and
interpreting mathematics in various situations. This opinion is also supported by Ojose [12] who states
that mathematical literacy is knowledge in understanding and applying mathematics in daily life. So it can
be concluded that mathematical literacy is one's ability to formulate, use, and interpret mathematics in
situations or contexts of life.
Mathematical literacy concept closely related to modeling and mathematics. This process is related to
translating real life problems into mathematical language [13]. Thus, the problem can be interpreted to
provide solutions to real life problems. Mathematical literacy ability includes mathematical ability which
is interpreted as modeling a phenomenon mathematically (in the sense of looking for mathematics
relevant to a phenomenon) or constructing a mathematical concept of a phenomenon [14]. Literacy is

2
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

divided into several dimensions, namely numerical literacy, spatial literacy, and data literacy. Thus,
mathematical literacy includes all concepts, procedures, facts and mathematical tools in terms of
calculations, numbers and spaces [11].
Literacy means also the ability to read and write. this ability is an important component [13]. these
abilities are needed in carrying out daily activities related to formulating real life problems into the
language of mathematics. So that the problem can be solved as a mathematical problem, and the
mathematical solution can be explained clearly to provide answers to real-life problems. Mathematical
literacy is very similiar with the understanding and use of mathematics concepts, especially in the
problem solving process. So learning is better started by giving initial problems in real contexts [15].
Furthermore, to develop this ability students can also be given non-routine problems in everyday life. It
aims to train students to improve their mathematical literacy skills. As stated by Murdiyani [16] through
his study that students can solve non-routine problems in daily life according to the PISA level, they only
reach level 1 to level 3. So it is necessary to provide non-routine real problems training to students so that
mathematics literacy skills students are able to reach 6 levels given by PISA.
Mathematical literacy as an people's ability to formulate, applying and interpret mathematics in many
contexts [13]. This along with mathematical reasoning, applying concepts, proceduring, facts as well as
tools to describe, explain, and predict phenomena. However, there are still students who find it difficult
when formulating mathematical situations and making arguments based on information or mathematical
results obtained [17]. so the provision of exercises to solve mathematical problems needs to be
accompanied by context-based learning that exists in student life. In addition, the factors of students
difficulty in applying mathematics in solving problems must be identified so that students' mathematical
literacy abilities can develop more optimally.
Development of mathematical literacy ability is a goal to be achieved in a mathematics learning.
Students in the process of learning mathematics, especially in problem solving must be trained to be able
to understand and use mathematics itself. For example by presenting problems in real situations and
asking students to identify relevant mathematics organizing or constructing problems based on concepts,
identifying a problem, and solving problems back into real life. So this ability needs to be improved
because it is very beneficial for students as a provision to continue study, work, and solve problems in
their environment. Therefore, teachers must support students in developing the knowledge they have, by
giving them the opportunity to solve problems that exist in the context of everyday life.

3.2 Contextual Teaching and Learning (CTL) in Mathematics

Improving students' ability to use mathematical concepts in various situations or mathematical literacy is
highly demanded in this century. Because to solve problems in various fields requires a good ability to
understand mathematical concepts. Therefore, learning mathematics in schools today must use strategies
that can help improve students' ability to apply mathematical knowledge in solving existing life problems.
A suitable strategy to improve this ability is the strategy of learning mathematics through context or
contextual teaching and learning (CTL).
CTL is a learning process that helps students see the relations of context and meaning of the material
they are learning by connecting the material with the context of daily life, personal environment, social,
and culture [18]. Contextual comes from the word contex which means, relations, context, atmosphere, or
situation [19]. Contextual learning can be interpreted as learning related to a particular situation in the
learning process in class. The basic concept of contextual learning is that the teacher presents the real
world in mathematics learning in the classroom and focusing students finding real-world connections with
mathematics learning [20]. But students also need to be guided in the process of connecting mathematical
concepts with real-life contexts. So the teacher's role as a facilitator is needed when learning takes place.
Contextual learning is a learning approach that can help teachers relate the material being taught to real
life and encourage students to make connections between priority knowledge and application in their
daily lifes [6]. Contextual learning raises three main understandings, namely: emphasizing the process of
student involvement to find mathematical material, meaning that the learning process is oriented to the

3
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

process of direct experience. So, the contextual learning process does not expect that students only
receive lessons, but the process of research and inquiring their subject.
Contextual learning has seven components, namely: (1) Contructivism, is a philosophical foundation
in contextual learning which means that knowledge is built up and the results are expanded through
limited contexts; (2) Inquiry, the essence of contextual learning that knowledge obtained is not the result
of remembering a set of facts, but the results of finding themselves; (3) Questioning, asking is the
beginning of knowledge gained. Asking questions is an activity that is expected to be carried out by
students; (4) Learning community, so that learning outcomes are obtained from collaboration with others;
(5) modeling, requires a certain learning model that can be imitated by students. In CTL the teacher is not
the only model, but the model can be designed by involving students. in step (6) Reflection, at the end of
learning given the opportunity to rethink what has been learned; (7) Authentic assessment, the process
carried out by the teacher to collect data about student learning development [21].
Crawford [22] states that the strategies used in contextual learning include looking for relating,
experiencing, applying, cooperating, and transfering. Through this strategy the teacher can stimulate
students to find their new knowledge by linking the knowledge they already have with real situations
[23]. So students more actively involved and can have meaningful learning through tangible objects in
their environment [24]. Besides that students can also learn more productively and can understand
concepts easily.
Contextual learning encourages students to discover the relations of mathematics learned with real life
situations [20]. This means that contextual learning not only expects students to understand the material
learned, but how the subject matter can interpret its behavior in everyday life. Fajriyah also [6] revealed
that learning mathematics using a contextual approach succeeded in influencing students' mathematical
reasoning abilities. this means that through CTL can activate students' mathematical reasoning abilities.
This ability is needed in the process of solving problems. So that through contextual learning, students
will solve problems by being actively involved and able to experience meaningful experiences through
tangible objects that they get from their own environment [25].
The process of learning mathematics will be more fun and meaningful if learning by connecting the
context and experience of students [21], because learning is not just listening and taking notes, but
learning is a real experience process. CTL can make learning more meaningful and real because students
learn to combine learning in class with real world problems [22]. Through this process, it is hoped that the
development of students' thinking abilities will develop well, which not only develop in cognitive aspects,
but also affective and psychomotor aspects. Learning through context, students can find their own core of
topics learned. The contextual approach emphasizes the context of learning in real-world situations of
students and of the basic knowledge that they have acquired, therefore it is necessary to direct students in
the environment of real life [15].
Students perform the stages of solving mathematics related to context by arousing the knowledge they
have about the context of the problem and then connecting it with formal mathematical knowledge that
they have learned previously [26]. This requires the teacher to plan learning well and professionally so
that active, innovative, creative and fun learning can be created.
Ariyadi [27] argues that students learning to solve problems through contextual problems (contextual
problems based on geogebra) can lead students to ex- polarize problem contexts using non-mathematical
strategies. This is an early stage exploration in mathematical creativity. Contextual learning can directly
help students develop their mathematical creativity abilities. So learning mathematics with a contextual
approach is very important to stimulate students to explore the knowledge they have.
CTL has features that can be integrated into a variety of learning strategies [28]. Such studies
conducted by Oktaviani & Retnowati [29] integrate faded-examples in contextual mathematics learning to
improve students' problem solving abilities. So that CTL can be combined with other strategies to
improve students' ability to solve problems. Through the combination of CTL with various strategies, this
makes learning more varied and meaningful for students and teachers.
Marzuki [15] revealed that the classes using CTL in mathematics learning literacy abilities gave better
mathematical literacy results than classes that were taught using conventional approaches. Based on these

4
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

findings obtained information that through learning with contextual teaching and learning mathematical
literacy ability of students increases. Increasing the ability of mathematical literacy through CTL that
occur gives the impact that through contextual learning the mathematical ability of students which
includes connections, communication, solving mathematical problems of students also increases. So with
CTL based learning to teach students mathematical literacy can be an alternative for teachers in
developing mathematical literacy. The study conducted by Soleh [30] also revealed that there was a
significant influence by applying CTL learning strategies to the ability of mathematical literacy in the Flat
Build material of grade VII junior high school students. This shows that learning by using a CTL can help
students to develop their literacy skills. Furthermore Wicaksono [5] revealed that CTL with STAD type
Cooperative setting was effective in terms of students' mathematical literacy abilities. Therefore
contextual learning can be recommended to support practicing students' mathematical literacy abilities.
Based on these findings the authors see that the application of contextual teaching and learning in
mathematics learning can make students actively build their knowledge by carrying out activities in
accordance with the steps of the contextual approach. Students can solve everyday problems by
connecting the existing context to the problem with the mathematical concepts that have been learned. It
also ultimately makes students' ability to use mathematics to solve problems better. CTL can be a strategy
to improve students' ability to use mathematical concepts in solving problems in varied real contexts. So
that through CTL students' mathematical literacy skills can be improved.

3.3 Strategy Contextual Teaching and Learning to Improve Mathematical Literacy

Anderson [31] mentioned that mathematical literacy has context relevance in real life. Mathematical
literacy can also make mathematics appear to have a function in various life contexts. This means that
mathematics literacy is very much related to context-based learning. So as to improve mathematics
literacy a contextual teaching and learning can be used as a strategy to improve mathematics literacy. The
meaning of the context used in the CTL must be relevant and can be recognized by students. The real life
situation can be used scientifically as a context in learning mathematics in the classroom [32].
Contextualization efforts can reduce the level of abstraction of the object presented [33]. Contextual can
help students realize the relationship between argumentation and motivation to apply their knowledge and
skills in meaningful ways [34]. So that CTL can be used as a strategy to improve students' mathematical
literacy. Hosnan [19] states that the contextual approach has five stages namely relating, experiencing,
applying, cooperating, and transfering. Learning mathematics by using this approach can carry out
learning activities in accordance with these steps. At the relating stage students conduct learning activities
looking for contextual relations that exist in problems with mathematical content. The experience phase
of the students doing the activities recalling the experiences or knowledge they have that are related to the
problem given. The next stage is applying students trying to use mathematical knowledge they already
have to solve and find solutions to problems. Next students collaborate between students exchanging
opinions about the problem-solving process in a mathematical way. Finally, students do the transfer by
presenting how they work to find solutions and apply mathematical ways to solve problems.
Based on studies of learning mathematics with a contextual approach to improve mathematical
literacy, it takes several stages. As an example in the application of contextual approaches to mathematics
learning, the writer takes the example of a square circumference problem in daily life. This learning is
used to improve mathematical literacy students skills by learning with contextual. The mathematics
learning activities that are in accordance with the contextual approach that can improve mathematical
literacy are: (1) the teacher gives a worksheet that contains problems regarding the circumference of a
square. (2) students observe the contextual problems that exist on a worksheet about the circumference of
a square, at this stage students will construct their knowledge. (3) gives students the opportunity to look
for information to sort out important information from the problem. (4) students can give questions
related to the information found, this stage includes the relating component in the contextual approach.
(5) students are given the opportunity to discuss with their friends to share information, exchange
opinions, and make mathematical modeling. This stage is included in experiencing and cooperating. (6)
students are guided to apply existing concepts to find mathematical solutions to problems. (7) students are

5
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

asked to present the results of their discussions to the teacher and their peers. (8) the teacher gives input or
comments from the results of the presentation. (9) students are asked to conclude their findings. Steps 6 to
8 are applying and cooperating steps.
Starting from observing and sorting out information from the problem at that time students have
sought to match their mathematical knowledge with the given problem. At this stage a formulate process
occurs in mathematical literacy. Then in the discussion stage to make models and determine mathematical
solutions, at that time students do the employed process in mathematical literacy. When students apply
mathematical solutions to problems and deduce solutions from problems students have to do the
interprate process in mathematical literacy. By applying the appropriate and appropriate contextual
approach steps can improve mathematical literacy skills.
The stages of CTL that are most successful in increasing students' mathematical literacy are trying,
applying, and communicating. When students are able to discuss context with the material, students can
also arrange solutions to problems related to context. Furthermore, if they are able to apply the context in
learning, it means that they arrive at mathematics literacy. If students are able to communicate, students
are also able to interpret their mathematical knowledge in solving problems in various contexts.
Therefore, the author agrees that if students have successfully completed this CTL then students'
mathematical literacy will increase. In accordance with the need to improve mathematical literacy skills.

4. Conclusions
Problems given to mathematics learning are inseparable from problems in real life. There are many
students who find it difficult and do not understand even the difficulty of applying their mathematical
knowledge to solve problems that exist in everyday life. So it is very important to improve and develop
the ability to use their mathematical knowledge in solving everyday problems (mathematical literacy). If
students are accustomed to literacy in mathematics then they can model and make solutions to
mathematical problems precisely and easily. Several articles in this study show that to be able to improve
mathematical literacy a strategy is needed that is in line with the objectives of mathematical literacy. One
of them is contextual teaching and learning (CTL). because CTL is a learning strategy that helps students
link material learned with real-world situations and encourages students to make connections between the
knowledge they have and their application in daily life. This relates to mathematical literacy where
students use mathematics consept to solve the problems that exist in everyday activities. Mathematical
literacy enhanced by applying CTL into mathematics learning through several stages. There are five
stages, namely relating, experiencing, applying, cooperating, and transfering which certainly fit the
context in student life. These five stages are interrelated to develop and improve students' mathematical
literacy. But the most striking stages to improve students' mathematical literacy are trying, applying, and
communicating. Furthermore, for the purposes of the next study it is necessary to further identify the
stages in CTL that can improve mathematical literacy.

References
[1] The National Council of Teachers of Mathematics, Principles and Standarts for School
Mathematics. United State: Reston, 2000.
[2] U. F. Utami, “Peran Model Pembelajaran Contextual Teacher Learning ( Ctl ) Dengan Direct
Corrective Feedback untuk Meningkatan Kemampuan Literasi Dan Self Efficacy Siswa,” Semin.
Nsional Pendidik. Mat. Ahmad Dahlan 2018, no. ISSN:2407-7496, pp. 417–424, 2018.
[3] J. Colwell and M. C. Enderson, “‘When I hear literacy’: Using pre-service teachers’ perceptions of
mathematical literacy to inform program changes in teacher education,” Teach. Teach. Educ., vol.
53, pp. 63–74, Jan. 2016.
[4] K. Stacey, “The PISA View of Mathematical Literacy in Indonesia,” J. Math. Educ., vol. 2, no. 2,
pp. 95–126, 2016.
[5] Y. Wicaksana, Wardono, and S. Ridlo, “Analisis Kemampuan Literasi Matematika dan Karakter
Rasa Ingin Tahu Siswa pada Pembelajaran Berbasis Proyek Berbantuan Schoology,” Unnes J.

6
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

Math. Educ. Res., vol. 6, no. 2, pp. 167–174, 2017.

[6] L. Fajriyah and S. L. Zanthy, “Penerapan Pendekatan Kontekstual Terhadap Kemampuan
Pemahaman Dan Komunikasi Matematis Siswa Smp,” J. Educ., vol. 1, no. 3, pp. 211–216, 2018.
[7] A. S. Asmara, S. B. Waluya, and Rochmad, “Analisis Kemampuan Literasi Matematika Siswa
Kelas X Berdasarkan Kemampuan Matematika,” Scholaria, 2017.
[8] R. H. N. Sari, “Literasi Matematika : Apa , Mengapa dan Bagaimana ?,” Seminar Nasional
Matematika Dan Pendidikan Matematika. 2015.
[9] J. Gainsburg, “Book Review: Hoyles, C., Noss, R., Kent, P., & Bakker. A. (2010). Improving
mathematics at work: The need for techno-mathematical literacies,” Educ. Stud. Math., 2011.
[10] OECD, Assessing Scientific, Reading and Mathematical Literacy. 2010.
[11] J. De Lange, “Mathematical literacy for living from OECD-PISA perspective,” Tsukuba J. Educ.
Study Math., 2006.
[12] B. Ojose, “Mathematics literacy : are we able to put the mathematics we learn into everyday use?,”
J. Math. Educ., 2011.
[13] Y. Abidin, Pembelajaran Literasi: strategi meningkatkan kemampuan literasi matematika, sains,
membaca, dan menulis. Jakarta: Bumi Aksara, 2017.
[14] A. Wijaya, Pendidikan Matematika Realistik: Suatu Alternatif Pendekatan. Yogyakarta: Graha
Ilmu, 2012.
[15] M. Ahmad and D. P. Nasution, “Peningkatan kemampuan literasi matematika siswa sekolah
menengah pertama melalui pendekatan kontekstual,” J. Educ. Dev., vol. 7, no. 2, pp. 103–112,
2019.
[16] N. M. Murdiyani, “Developing non-routine problems for assessing students’ mathematical
literacy,” J. Phys. Conf. Ser., vol. 983, no. 1, 2018.
[17] N. D. L. Kurniawati and A. Mahmudi, “Analysis of mathematical literacy skills and mathematics
self-efficacy of junior high school students Analysis of mathematical literacy skills and
mathematics self- efficacy of junior high school students,” J. Phys. Conf. Ser., vol. 1320 (2019,
pp. 0–6, 2019.
[18] E. B. Johnson, Contextual teaching and learning (Terjemahan Ibnu Setiawan). Thousand Oaks:
Corwin Press, 2012.
[19] Hosnan, Pendekatan Saintifik dan Kontektual dalam Pembelajaran Abad 21. Bogor: Ghalia, 2014.
[20] Depdiknas, Pendekatan Kontekstual. Jakarta: Depdiknas, 2002.
[21] R. Yunianto, “Keefektifan CTL Menggunakan Model STAD dan GI Ditinjau dari Prestasi,
Komunikasi, dan Sikap terhadap Matematika,” Pythagoras J. Pendidik. Mat., vol. 9, no. 1, pp. 31–
44, 2014.
[22] M. L. Crawford, “Teaching Contextually in Mathematics and Science,” Science (80-. )., 2001.
[23] E. Prasetyawan, “Keefektifan pendekatan CTL dan discovery ditinjau dari prestasi , kemampuan
berpikir kritis dan kecemasan matematika Effectiveness of CTL and discovery approach viewed
from students ’ achievement , critical thinking ability , and math anxiety,” vol. 13, no. 2, pp. 168–
180, 2018.
[24] D. K. Tari and D. Rosana, “Contextual Teaching and Learning to Develop Critical Thinking and
Practical Skills,” J. Phys. Conf. Ser., vol. 1233, no. 1, pp. 0–7, 2019.
[25] J. A. Cockrell, K., Caplow, J. Donaldson, “context for learning: ‘Collaborative groups in the
problem-based learning environment’.,” Rev. High. Educ., vol. 23(3), pp. 347–363, 2000.
[26] M. Anggo, “Pemecahan Masalah Matematika Kontekstual untuk Meningkatkan Kemampuan
Metakognisi Siswa,” Edumatika, 2011.
[27] A. Wijaya, M. van den Heuvel-Panhuizen, M. Doorman, and A. Robitzsch, “Difficulties in solving
context-based PISA mathematics tasks: An analysis of students’ errors,” Math. Enthus., vol. 11,
no. 3, pp. 555–584, 2014.
[28] N. Y. Rustaman, “Teaching Science to develop scientific abilities in Science Education,”
Proceeding 2nd Int. Semin. Sci. Educ., pp. 94–99, 2008.
[29] K. N. Oktaviani and E. Retnowati, “Faded-Examples for Learning Contextual Mathematics

7
ISIMMED 2019 IOP Publishing
Journal of Physics: Conference Series 1581 (2020) 012043 doi:10.1088/1742-6596/1581/1/012043

Problem-Solving Skills,” J. Phys. Conf. Ser., vol. 1097, no. 1, 2018.

[30] M. Soleh, W. Syafmen, and H. Sabil, “Pengaruh Strategi Contextual Teaching and Learning
(CTL) Terhadap Kemampuan Literasi Matematika Siswa Kelas VII pada Materi Bangun Datar Di
SMP Negeri Batanghari,” pp. 1–9, 2017.
[31] J. O. Anderson, M. H. Chiu, and L. D. Yore, “First cycle of pisa (2000-2006)-international
perspectives on successes and challenges: Research and policy directions,” Int. J. Sci. Math.
Educ., vol. 8, no. 3, pp. 373–388, 2010.
[32] R. Taconis, P. D. Brok, and A. Pilo, Teachers creating context. AW Rotterdam, the netherlands:
Sense Publisher, 2016.
[33] C. Wijeratne and R. Zazkis, “On Painter’s Paradox: Contextual and Mathematical Approaches to
Infinity,” Int. J. Res. Undergrad. Math. Educ., vol. 1, no. 2, pp. 163–186, 2015.
[34] E. D. Baker, L. Hope, and K. Karandjeff, Contextualized teaching and learning: A faculty primer.
Sacramento, CA: Sacramento, CA: The research and planing group for california community
collages, center for student success, 2009.