Article Sidebar

Download
Download Article

Main Article Content

Abstract

This research was conducted based on complaints about online learning, which seemed monotonous. There was no element of attraction to motivate students' enthusiasm for learning by improvising a contextual learning model of learning through the animated film "Bhineka Tunggal Ika" in the social studies subject with the theme of the ethnic and cultural diversity of Indonesia, Class 4th MI Tsamrotul Wathon Gondosari Kudus. The researcher used the classroom action research method with pre and post-implementation tests based on knowing the actual conditions when learning was carried out. Then the data collection uses qualitative methods by prioritizing interviews and triangulation because researchers are not oriented to learning outcomes but how the learning process can be carried out optimally to foster student motivation. The results of this study are learning responses that seem interesting so that students feel happy and can explain in their language. And support from several informants will be applied in other maps tailored to the theme. The implementation of online learning is carried out by implementing anime-movie shows that contain high educational value to provide material to students with fun and reach the target. As an educator, you should have good creativity in order to create learning that will be given to students.

Keywords

Contextual Learning Anime Film Social Studies Subject Learning Motivation

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Rasimin, R., Luthfi, M., Nurchamidah, N. ., & Syafaruddin, B. . (2022). Contextual Teaching Learning Strategies Through The Anime Movie "Bhineka Tunggal Ika" For Enhancing Student Learning Motives. Golden Ratio of Social Science and Education, 2(1), 47–56. https://doi.org/10.52970/grsse.v2i1.137
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abdulkerim, S., Nasır, A., Parkinson, T., Marais, D., Altaha, R., & Shaban, F. (2022). Enhancing higher education teaching and learning in northern Syria: Academic development needs of teaching staff at free Aleppo and Sham universities. International Journal of Educational Research Open, 3, 100143. https://doi.org/https://doi.org/10.1016/j.ijedro.2022.100143
  2. Al-Nasa’h, M., Al-Tarawneh, L., Abu Awwad, F. M., & Ahmad, I. (2021). Estimating students’ online learning satisfaction during COVID-19: A discriminant analysis. Heliyon, 7(12), e08544. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e08544
  3. Alrabai, F. (2022). The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention. System, 107, 102821. https://doi.org/https://doi.org/10.1016/j.system.2022.102821
  4. Boccia, C. (2021). Teaching and learning interpersonal meanings in EFL in the school years. System, 101, 102571. https://doi.org/https://doi.org/10.1016/j.system.2021.102571
  5. Fauzi, M. A. (2022). E-learning in higher education institutions during COVID-19 pandemic: current and future trends through bibliometric analysis. Heliyon, 8(5), e09433. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e09433
  6. Francis, D. V., Charles, A. S., Jacob, T. M., Ruban, A., Premkumar, P. S., & Rabi, S. (2022). Virtual microscopy as a teaching–learning tool for histology in a competency-based medical curriculum. Medical Journal Armed Forces India. https://doi.org/https://doi.org/10.1016/j.mjafi.2022.02.002
  7. Fuentes, R., Fuster, B., & Lillo-Bañuls, A. (2016). A three-stage DEA model to evaluate learning-teaching technical efficiency: Key performance indicators and contextual variables. Expert Systems with Applications, 48, 89–99. https://doi.org/https://doi.org/10.1016/j.eswa.2015.11.022
  8. Gebre, E. H., & Polman, J. L. (2020). From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting. Learning, Culture and Social Interaction, 24, 100374. https://doi.org/https://doi.org/10.1016/j.lcsi.2019.100374
  9. Gweon, H. (2021). Inferential social learning: cognitive foundations of human social learning and teaching. Trends in Cognitive Sciences, 25(10), 896–910. https://doi.org/https://doi.org/10.1016/j.tics.2021.07.008
  10. Hofer, S. I., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121, 106789. https://doi.org/https://doi.org/10.1016/j.chb.2021.106789
  11. Jones, S. (2022). Storying gender equality in Northwest Uganda: Educators develop contextually- and culturally responsive stories in professional development courses. Teaching and Teacher Education, 111, 103600. https://doi.org/https://doi.org/10.1016/j.tate.2021.103600
  12. Li, J., & Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustainable Cities and Society, 83, 103958. https://doi.org/https://doi.org/10.1016/j.scs.2022.103958
  13. Limon, M. R., Vallente, J. P. C., Chua, C. T., & Rustia, A. S. (2022). Situating curriculum in context: Using Glatthorn’s Standards-Based Curriculum Development Model to contextualize food safety learning competencies. Food Control, 132, 108538. https://doi.org/https://doi.org/10.1016/j.foodcont.2021.108538
  14. Lin, C., Han, C., Huang, Y., Chen, L., & Su, C.-C. (2022). Effectiveness of the use of concept maps and simulated cases as a teaching-learning strategy in enhancing the learning confidence of baccalaureate nursing students: A qualitative approach. Nurse Education Today, 115, 105418. https://doi.org/https://doi.org/10.1016/j.nedt.2022.105418
  15. MacFife, B. (2022). “There is no standard vulva”: Sanitized vs. contextualized instruction of hands-on medical skills. Social Science & Medicine, 297, 114807. https://doi.org/https://doi.org/10.1016/j.socscimed.2022.114807
  16. Nielsen, A.-M. V., Daugaard, H. T., Scavenius, C., & Juul, H. (2022). Combining morphological and contextual strategy instruction to enhance word learning. International Journal of Educational Research, 112, 101920. https://doi.org/https://doi.org/10.1016/j.ijer.2021.101920
  17. O’Sullivan, M. (2006). Lesson observation and quality in primary education as contextual teaching and learning processes. International Journal of Educational Development, 26(3), 246–260. https://doi.org/https://doi.org/10.1016/j.ijedudev.2005.07.016
  18. Ridgway, L., McKenna, L., Hokke, S., Hackworth, N., & Nicholson, J. M. (2022). Maternal and Child Health Nursing education before and during COVID-19: An exploratory descriptive study. Journal of Professional Nursing, 41, 100–107. https://doi.org/https://doi.org/10.1016/j.profnurs.2022.04.007
  19. Rosa, E., Salom, R., & Perea, M. (2022). Contextual diversity favors the learning of new words in children regardless of their comprehension skills. Journal of Experimental Child Psychology, 214, 105312. https://doi.org/https://doi.org/10.1016/j.jecp.2021.105312
  20. Ruiz-Calleja, A., Vega-Gorgojo, G., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., Dimitriadis, Y., & Gómez-Sánchez, E. (2021). Supporting contextualized learning with linked open data. Journal of Web Semantics, 70, 100657. https://doi.org/https://doi.org/10.1016/j.websem.2021.100657
  21. S. Ong, A. K., Prasetyo, Y. T., Chuenyindee, T., Young, M. N., Doma, B. T., Caballes, D. G., Centeno, R. S., Morfe, A. S., & Bautista, C. S. (2022). Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach. Evaluation and Program Planning, 92, 102100. https://doi.org/https://doi.org/10.1016/j.evalprogplan.2022.102100
  22. Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C♭-model. Computers in Human Behavior, 121, 106794. https://doi.org/https://doi.org/10.1016/j.chb.2021.106794
  23. Scanlon, D., & Connolly, C. (2021). Teacher agency and learner agency in teaching and learning a new school subject, Leaving Certificate Computer Science, in Ireland: Considerations for teacher education. Computers & Education, 174, 104291. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104291
  24. Skukauskaitė, A., & Girdzijauskienė, R. (2021). Video analysis of contextual layers in teaching-learning interactions. Learning, Culture and Social Interaction, 29, 100499. https://doi.org/https://doi.org/10.1016/j.lcsi.2021.100499
  25. Sonnenschein, S., Stites, M. L., Grossman, J. A., & Galczyk, S. H. (2022). “This will likely affect his entire life”: Parents’ views of special education services during COVID-19. International Journal of Educational Research, 112, 101941. https://doi.org/https://doi.org/10.1016/j.ijer.2022.101941
  26. Strogilos, V., & Stefanidis, A. (2015). Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities’ learning progress, social participation and behaviour improvement. Teaching and Teacher Education, 47, 218–229. https://doi.org/https://doi.org/10.1016/j.tate.2015.01.008
  27. Suryawati, E., Osman, K., & Meerah, T. S. M. (2010). The effectiveness of RANGKA contextual teaching and learning on students’ problem solving skills and scientific attitude. Procedia - Social and Behavioral Sciences, 9, 1717–1721. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.12.389
  28. Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/https://doi.org/10.1016/j.system.2022.102819
  29. Tapingkae, P., Panjaburee, P., Hwang, G.-J., & Srisawasdi, N. (2020). Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions. Computers & Education, 159, 103998. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103998
  30. Troyan, F. J. (2021). “Alors, on va faire une activité”: An SFL perspective on student engagement in contextualized world language instruction. System, 98, 102483. https://doi.org/https://doi.org/10.1016/j.system.2021.102483
  31. Turk, M., Heddy, B. C., & Danielson, R. W. (2022). Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online? Computers & Education, 180, 104432. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104432
  32. Usher, E. L. (2021). Contextualizing teacher motivation research. Learning and Instruction, 76, 101544. https://doi.org/https://doi.org/10.1016/j.learninstruc.2021.101544
  33. Uwizeyimana, D. E. (2022). Analysing the importance of e-government in times of disruption: The case of public education in Rwanda during Covid-19 lockdown. Evaluation and Program Planning, 91, 102064. https://doi.org/https://doi.org/10.1016/j.evalprogplan.2022.102064
  34. Walldén, R., & Larsson, P. N. (2021). “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history. Linguistics and Education, 65, 100960. https://doi.org/https://doi.org/10.1016/j.linged.2021.100960
  35. Yan, Z., Chiu, M. M., & Keung Cheng, E. C. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718. https://doi.org/https://doi.org/10.1016/j.tate.2022.103718