Transforming Learning Experiences: A Case Study of Integrating Contextual Teaching and Learning (CTL) in the Physics Course within a Bachelor of Technology Program

Abstract

This paper explores the integration of Contextual Teaching and Learning (CTL) into a Physics course within a Bachelor of Technology program, emphasizing the influence of constructivism on educational practices. In the constructivist framework, learning is most effective when situated in authentic, meaningful contexts, enabling students to apply their knowledge to real-world problems and relate it to their lives. CTL facilitates this process by seamlessly integrating real-world contexts into the curriculum, fostering student exploration, analysis, and application of learning in relevant and meaningful ways. Notably, CTL can be implemented within a course without significantly altering the curriculum. The study underscores CTL's principles, particularly its capacity to bridge classroom content with realworld experiences, and outlines implementation strategies, including active learning methodologies. Student learning experiences in the Physics course through the implementation of CTL were surveyed. Data collection involved soliciting student feedback via Google Forms, revealing varying levels of engagement across course modules. Analysis of feedback demonstrates a positive perception of CTL, accompanied by suggestions for its enhanced implementation. The paper concludes with recommendations for future research and the effective integration of CTL into physics education.