Affordable Access

Physics Science Teaching Model for Post- Earthquake Disaster Emergency Schools through the Lab Media Utilization of Plastics Waste and Metal Materials Using Contextual Teaching and Learning (CTL) Approach with Guided Inquiry Strategy

  • Fisika
  • Design
  • Education
  • Physics


This study aims at determining (1) science-lab media development using CTL approach as alternative teaching media for post-earthquake disaster emergency schools, (2) the implementation effects of CTL teaching model of Guided Inquiry Strategy on students’ activities and learning achievements, (3) students’ responses to the teaching model implementation of CTL approach using developed lab media. This study was done by using R& D research method collaborated with action research. Learning media development referred to the spiral model including definition, design, demonstration, development, and presentation. The subject was the students of class VA of SD Negeri Wojo, Bantul, Yogyakarta. Research data were analyzed by using descriptive quantitative method and used as a measurement of the process and product success. Research results concluded: (1) Media that were successfully developed consisted of airdrop magnetic equipment, attractive/repellence magnetic equipment, lorentz force equipment, electromagnetic equipment, Lorenz force equipment, wind will equipment, fluid once concept equipment, submarine principle equipment, plane mirror equipment, and up and down motion equipment; (2) There were positive effects of CTL teaching using Inquiry Guided Strategy on students’ activities and learning achievements from Cycle I to Cycle II in which every student’s activity aspect reached more than 75%, the cognitive aspect was 85.22%, the affective aspect was 94.29%, and the psychomotor aspect was 81.52%; (3) Most students gave positive responses to the science teaching implementation using CTL approach that had been developed amounted to 87.88%. Key words : emergency-school teaching, CTL approach, Guided Inquiry Strategy, Year : 2010 Tipe Item: Thesis (S1)

There are no comments yet on this publication. Be the first to share your thoughts.


Seen <100 times