The effectiveness of contextual teaching and learning (CTL) with the ICARE model assisted by GeoGebra in terms of students’ computational thinking ability

Apricilia Cantika; Nur Lailatul Azizah

doi:10.66161/708478

Authors

Apricilia Cantika Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Nur Lailatul Azizah Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

DOI:

https://doi.org/10.66161/708478

Keywords:

Contextual Teaching and Learning, Computational Ability, ICARE Model

Abstract

This study aims to: (1) determine the effectiveness of Contextual Teaching and Learning (CTL) learning with ICARE model assisted by Geogebra in term of students’ computational thinking ability; (2) determine the effectiveness of Direct Instruction learning in term of students’ computational thinking ability; and (3) determine the effectiveness of Contextual Teaching and Learning (CTL) learning with ICARE model assisted by Geogebra compared to Direct Instruction learning in term of students’ computational thinking ability. This study employed quasi-experiment research with pretest-posttest control group design. This research was conducted in one of the high schools in Yogyakarta. The instruments used in this study were computational thinking ability tests and study implementation observation boards. The results show that: (1) Contextual Teaching and Learning (CTL) learning with ICARE model assisted by Geogebra is effective in terms of students’ computational thinking ability with an average test score of 84,36 and classical completeness of 85,29%; (2) Direct Instruction learning is not effective in terms of students’ computational thinking ability with an average test score of 76,23 and classical completeness of 60,00%; and (3) Contextual Teaching and Learning (CTL) learning with the ICARE model assisted by GeoGebra is more effective than Direct Instruction learning in terms of students' computational thinking.

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