Implementasi Pembelajaran Kontekstual (Contextual Teaching And Learning) Di Smp Negeri 1 Wanadadi Banjarnegara Sebagai Sekolah Standar Nasional

Oleh :
Bambang Budi Setyono - S81050500 - Sekolah Pascasarjana

This research aims to find out (1) how the implementation of contextual teaching and learning in SMP Negeri 1 Wanadadi Banjarnegara as National Standard School is; (2) what obstacles are encountered in the Implementation of Contextual Teaching and learning in SMP Negeri 1 Wanadadi Banjarnegara as National Standard School; (3) the attempts taken in coping with the obstacles in the implementation of contextual teaching and learning in SMP Negeri 1 Wanadadi Banjarnegara as National Standard School. This research employed a qualitative approach. This research was set in SMP Negeri 1 Wanadadi Banjarnegara with the teachers of Science, English, Indonesian, Mathematics and Social Science. The data collection was done using in-depth interview, observation and documentary analysis methods. The data was then analyzed using the procedures of data reduction, display and conclusion drawing. The research revealed the data while doing analysis up to conclusion drawing. To ensure the data validity, the author employed validity of source triangulation to compare and to cross-check the reliability of information obtained through different time and instrument.The result of data research shows that the implementation of contextual teaching and learning observed from design, learning implementation and evaluation activity conducted still has some weaknesses. Such weaknesses result from the limited time, and the lack of infrastructure in the form of learning media. Regarding with those obstacle and limitation, the school attempts to give motivation, guidance, supervision and media provision as well as training.From the research we can conclude that the implementation of contextual teaching and learning has been done by all teachers but 7 pillars of contextual teaching and learning have not been achieved. The implementation of learning and evaluation are varied, evaluation has not referred to the authentic assessment.The implication is that all teachers should improve their professionalism so that the contextual learning can be implemented in all subjects