A. Iswardani, H.Z. Alhusni, E. Hariyono
This study aims to provide an overview of students′ responses to the application of the Contextual Teaching and Learning (CTL) approach in physics learning at the high school level, and explore the initial relationship between this approach and the improvement of critical thinking skills. Using the quantitative descriptive survey method, data were obtained through questionnaires that covered five main aspects: understanding of physics concepts, development of critical thinking skills, learning engagement and activities, relevance of learning context, and the impact of CTL on learning motivation. The research population included 60 students in grade XII in Lamongan who were selected through stratified random sampling techniques. The results showed that the CTL approach had a significant impact on all aspects of learning, with the average percentage of student responses ranging from 82.66% to 84.22%, which was included in the very good category. The CTL approach effectively enhances understanding of physics concepts, encourages critical thinking skills, and creates a relevant, interactive, and motivating learning atmosphere. Further analysis through Exploratory Factor Analysis (EFA) identified four latent dimensions that explain the Variance of 62.10%, supporting the effectiveness of the CTL approach in physics learning. The research instruments also showed high reliability, although further evaluation was needed on some factors with lower reliability. This study concludes that the CTL approach is an effective learning strategy in improving the quality of physics learning in high school, particularly in developing critical thinking skills. © Published under licence by IOP Publishing Ltd.
Department Of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
