Identification of Students’ Conceptual Understanding of Sound WaveMaterials through the Contextual Teaching and Learning (CTL)Model

Sinta Oktaviana () and Himawan Putranta ()
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Sinta Oktaviana: Department of Physics Education, Faculty of Islamic Education Science and TeacherTraining, UIN Sunan Kalijaga Jalan Marsda Adisucipto, Yogyakarta 55281, Indonesia
Himawan Putranta: Department of Physics Education, Faculty of Islamic Education Science and TeacherTraining, UIN Sunan Kalijaga Jalan Marsda Adisucipto, Yogyakarta 55281, Indonesia

Research & Education, 2024, issue 10, 124-145

Abstract: This study aims to identify students' conceptual understanding of sound wave material through theContextual Teaching and Learning (CTL) model at MAN 3 Sleman Yogyakarta—this quantitativeresearch with descriptive analysis involved 20 students as respondents. Data were collected througha conceptual understanding test covering subtopics of sound waves such as definitions, properties,string sound sources, organ pipe sound sources, resonance, the Doppler effect, wave interference,intensity, and sound intensity level. The results showed that students' conceptual understanding ofsound waves was very high, with an average correct answer percentage of 87.5%. The resonanceand wave interference subtopics achieved the % correct answer percentage of 100%. Incomparison, the definition of sound waves had the lowest correct answer percentage of 60%, fallinginto the "sufficient" understanding category. The high resonance and wave interferenceachievement was due to practical methods using everyday tools and materials, helping studentsunderstand these concepts in a real-world context. In conclusion, the CTL model effectivelyenhances students' understanding of physics concepts. It is recommended that the CTL modelcontinues to be applied in physics and other subject areas to improve students' conceptualunderstanding.

Keywords: conceptual understanding; contextual teaching and learning; physics education; sound wave (search for similar items in EconPapers)
JEL-codes: I20 I21 (search for similar items in EconPapers)
Date: 2024
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