Y.M.V. Mudayen & P.A. Rubiyanto
Widya Dharma, Vol. 18, No. 2, April 2008
ABSTRACT
This research aimed to increase the participation of university students in Cooperation Economy subject through the approach of Contextual Teaching and Learning by method of task giving and survey method to cooperation. This research included the class activity research which was conducted in July to October 2007 by involving 32 university students.
The activeness of university students submitting question by their initiative in cycle 1 in first meeting 15,625% and the second meeting of 20%. Meanwhile the cycle 2 in first meeting is 19,35% and the second meeting is 24,14%. Time appropriateness in conducting exploration (making mind map, conduct any tasks) in cycle 1, the first meeting is 25% and the second meeting is 37,5% whereas the cycle 2, the first meeting is 50% and the second meeting is 50%. Interaction inter university students in the group in cycle 1, the first meeting is 46,875% and in second meeting is 56,67%, whereas the cycle 2, first meeting is 54,84% and second meeting is 75,86%. The ability of university students to make mind map and the relation between concepts in cycle 1, first meeting is 25% and in second meeting is 62,5%, whereas cycle 2, first meeting is 75% and in second meeting is 75%. The appropriateness in explaining mind map and the relation between concepts in cycle 1, first meeting is 50% and the second meeting is 75%, whereas in cycle 2, first meeting is 66,67% and in second meeting is 75%. The willingness and the bravery in answering questions which are submitted by the lecturer with their initiative in cycle 1, first meeting is 6,25% and in second meeting is 10%, whereas cycle 2 first meeting is 9,06% and second meeting is 13,79%.
Keywords: CTL approach, task giving, mind map, discussion, survey.
Widya Dharma, Vol. 18, No. 2, April 2008
ABSTRACT
This research aimed to increase the participation of university students in Cooperation Economy subject through the approach of Contextual Teaching and Learning by method of task giving and survey method to cooperation. This research included the class activity research which was conducted in July to October 2007 by involving 32 university students.
The activeness of university students submitting question by their initiative in cycle 1 in first meeting 15,625% and the second meeting of 20%. Meanwhile the cycle 2 in first meeting is 19,35% and the second meeting is 24,14%. Time appropriateness in conducting exploration (making mind map, conduct any tasks) in cycle 1, the first meeting is 25% and the second meeting is 37,5% whereas the cycle 2, the first meeting is 50% and the second meeting is 50%. Interaction inter university students in the group in cycle 1, the first meeting is 46,875% and in second meeting is 56,67%, whereas the cycle 2, first meeting is 54,84% and second meeting is 75,86%. The ability of university students to make mind map and the relation between concepts in cycle 1, first meeting is 25% and in second meeting is 62,5%, whereas cycle 2, first meeting is 75% and in second meeting is 75%. The appropriateness in explaining mind map and the relation between concepts in cycle 1, first meeting is 50% and the second meeting is 75%, whereas in cycle 2, first meeting is 66,67% and in second meeting is 75%. The willingness and the bravery in answering questions which are submitted by the lecturer with their initiative in cycle 1, first meeting is 6,25% and in second meeting is 10%, whereas cycle 2 first meeting is 9,06% and second meeting is 13,79%.
Keywords: CTL approach, task giving, mind map, discussion, survey.
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