Development of Integrated Thematic Educational Teaching Materials Based on Contextual Teaching Learning to Increase Self Efficacy
DOI:
https://doi.org/10.53088/eej.v5i1.3468Keywords:
Integrated Thematic, Contextual based teaching, Self Efficacy, Teaching Material, ModulAbstract
Background: Contextual-based teaching materials are able to bring the real world into the classroom and encourage students to make connections between the knowledge they have and its application in real life.
Method: This research is research and development because it produces a product in the form of contextual-based thematic teaching materials. The development model used is Borg & Gall (1983). According to Borg & Gall, research and development is a process to develop and validate the developed product.
Result: The results of this study showed that the material expert validated once, this was due to the average score of the material validation results showing a value of 3.61 which is included in the good category so that the interactive learning media has met the standards for testing. The media expert validated twice. This was due to the average score of the media expert validation results in stage I still showing a value of 3.35 which is included in the sufficient category so that it has not met the standards for testing. Validation by the media expert in stage II showed an average score of 3.7 which is included in the good category. Based on these results, the media is suitable for testing. The material expert validated once the average score was 3.61 with the "good" category. The average final score from the material expert validation was 3.61. The results of the first stage of media expert validation an average score of 3.35 with the "sufficient" category. The second stage of media expert validation showed an average score of 3.7 with the "good" category.
Implication: This teaching material product has been proven to be suitable, practical, and effective for use in the teaching and learning process, meeting the criteria of validity, practicality, and effectiveness.
Novelty: The present study revealed the teaching material about thematic for elementary teacher education.
References
Astuti, P., & Febrian, F. (2019). Blended Learning: Studi Efektivitas Pengembangan Konten E-Learning Di Perguruan Tinggi. Jurnal Tatsqif, 17(1), 104–119. https://doi.org/10.20414/jtq.v17i1.972
Bandura, A. (1997). Self-efficacy - The Exercise of Control. New York: W.H. Freeman and Company.
Clemente, J. M., Kit Kilag, O. T., Ypon, A. Q., Groenewald, E. S., Adolph Groenewald, C., & Ubay, R. G. (2024). Enhancing Mathematics Self-Efficacy: Intervention Strategies and Effectiveness-A Systematic Review. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 1(2). Retrieved from https://orcid.org/0009-0006-8919-4420
Ernest, P., Skovsmose, O., Bendegem, J. P. van, Bicudo, M., Miarka, R., & Moeller, L. K. R. (2016). The Philosophy of Mathematics Education. ICME-13 Topical Surveys. ICME-13 Topical Surveys. Retrieved from http://link.springer.com/10.1007/978-3-319-40569-8
Jannah, M., & Aziz, T. A. (2022). Desain Pembelajaran Contextual Teaching and Learning (CTL) Siswa Underachiever pada Topik Statistika. Griya Journal of Mathematics Education and Application, 2(3), 598–611. https://doi.org/10.29303/griya.v2i3.206
Kasa, Y., Areaya, S., & Woldemichael, M. (2024). Mathematics Teachers’ Beliefs About Mathematics, Its Teaching, and Learning: The Case of Five Teachers. Pedagogical Research, 9(2), em0191. https://doi.org/10.29333/pr/14172
Magdalena, I., Prabandani, R. O., Rini, E. S., Fitriani, M. A., & Putri, A. A. (2020). Analisis Pengembangan Bahan Ajar. Jurnal Pendidikan Dan Ilmu Sosial, 2(2), 170–187.
Magdalena, I., Sundari, T., Nurkamilah, S., Ayu Amalia, D., & Muhammadiyah Tangerang, U. (2020). Analisis Bahan Ajar. Jurnal Pendidikan Dan Ilmu Sosial, 2(2), 311–326. Retrieved from https://ejournal.stitpn.ac.id/index.php/nusantara
Mamolo, L. A. (2022). Online Learning and Students’ Mathematics Motivation, Self-Efficacy, and Anxiety in the “new Normal.” Education Research International, 2022. https://doi.org/10.1155/2022/9439634
Nendi, F., Ermelinda, R., Jelatu, S., Jundu, R., Purnama Ningsi, G., & Mandur, K. (2023). The Effect of Scientific Approach Contextual Teaching and Learning on Students’ Mathematical Power. Jurnal Pendidikan MIPA, 24(4), 837–845. https://doi.org/10.23960/jpmipa/v24i4.pp837-845
Sahin, A., Renatha Ernawati, Rizki Amalia, Raudah Zaimah Dalimunthe, Amalia Rizki Pautina, Sya’ban Maghfur, … Ahmad Fasya AlfayyadI. (2024). Self-Efficacy Pada Siswa: Systematic Literatur Review. G-Couns: Jurnal Bimbingan Dan Konseling, 8(2), 627–639. https://doi.org/10.31316/gcouns.v8i2.5549
Santosa, I., Lustiyantie, N., & Iskandar, I. (2022). Contextualizing the Principle of Microlearning to Design Microcontent for English Language Teaching in Post-Pandemic Education. Proceedings of the 4th International Conference on Innovation in Education, 10–19. https://doi.org/10.5220/0012195900003738
Setiawati, E., Wijayanti, P. S., Rianto, R., & Sukasih, S. (2023). Efektivitas Pembelajaran Outdoor Learning Process Terhadap Peningkatan Kerja Sama, Motivasi Belajar, dan Hasil Belajar IPS Siswa Sekolah Dasar. Jurnal Paedagogy, 10(1), 115. https://doi.org/10.33394/jp.v10i1.6477
Sibarani, B. E., Anggreani, C., Artasya, B., & Harahap, D. A. P. (2024). Unraveling the Impact of Self-Efficacy, Computer Anxiety, Trait Anxiety, and Cognitive Distortions on Learning Mind Your Own Business: The Student Perspective. APTISI Transactions on Technopreneurship, 6(1), 29–40. https://doi.org/10.34306/att.v6i1.377
Subaidi, A. (2016). Self-Efficacy Siswa Dalam Pemecahan Masalah Matematika. ∑Igma, 1(2), 64–68.
Sumartini, T. S. (2020). Self Efficacy Calon Guru Matematika. Mosharafa: Jurnal Pendidikan Matematika, 9(3), 419–428. https://doi.org/10.31980/mosharafa.v9i3.797
Tufan, D. (2021). Multimedia Design Principles for Microlearning. Microlearning in the Digital Age, 58–79. https://doi.org/10.4324/9780367821623-6
Wulantina, E., & Maskar, S. (2019). Pengembangan Bahan Ajar MatematikaBerbasis Lampungnese Ethomathematics. Edumatica : Jurnal Pendidikan Matematika, 9(02), 71–78.
Yudha, A., Sufianto, S., Damara, B. E. P., Taqwan, B., & Haji, S. (2019). The Impact of Contextual Teaching and Learning (CTL) Ability in Understanding Mathematical Concepts. In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press. https://doi.org/10.2991/icetep-18.2019.42
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Anna Mariyani, Husna Imro’athush Sholihah, Mia Andini Nurfita
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
The author(s) retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a CC BY-SA 4.0 license that allows others to remix, adapt, and build upon the work even for commercial purposes, as long as they credit the author(s) and license their new creations under the identical terms.
License details: https://creativecommons.org/licenses/by-sa/4.0/
