Implementation of an Experiment-Based Contextual Teaching and Learning (CTL) Approach Using Simple Electric Motor Media to Enhance Students' Physics Literacy
Abstract
This study aims to analyze the improvement in students' physics literacy following the implementation of an experiment-based Contextual Teaching and Learning (CTL) approach using simple electric motor media in the topic of dynamic electricity. A quasi-experimental method with a One-Group Pretest-Posttest Design was employed, involving 26 tenth-grade students from SMA Negeri 1 Labuhanhaji. The research instrument consisted of a physics literacy test that met established validity and reliability criteria. Data analysis involved normality testing, the Wilcoxon Signed-Rank Test to assess differences between pretest and posttest scores, and Normalized Gain (N-Gain) analysis to determine the magnitude of improvement in students' physics literacy. The mean physics literacy score increased from 13.96 on the pretest to 20.77 on the posttest. The Wilcoxon test indicated a significant improvement following the intervention, while the mean N-Gain score of 0.55 was in the moderate category. Improvements were observed across all measured dimensions of physics literacy. These findings indicate that an experiment-based CTL approach using simple electric motor media has potential as an effective instructional alternative for enhancing students' physics literacy.
Keywords
Contextual Teaching and Learning (CTL)ExperimentPhysics Literacydynamic electricitysimple electric motorReferences
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