Implementation of Contextual Teaching and Learning (CTL) to Improve the Concept and Practice of Love for Faith-Learning Integration

Abstract

Yeollin Sunday School has established a Faith-Learning Integration curriculum to integrate God's Word into practice. The teacher has been concerned about constant violence, bullying, and conflicts in the classroom even though the practice of love is the core of God's Word. Because of this problem, the teacher applies Contextual Teaching and Learning (CTL) for corrective action. The purposes of this study are: (1) to describe the process of implementation of CTL that can improve the concept and practice of love, (2) to analyze the development of the concept and practice of students’ love, and (3) to identify the constraints in the implementation of CTL. This Classroom Action Research is completed in three cycles in the fourth grade of Yeollin Sunday School in Indonesia, with 9 Korean students as the subject. Data collected through observation, field notes and tests, qualitatively and descriptively analyzed. The results showed that (1) the corrective actions undertaken following steps of CTL with improvements in the next cycle; (2) there was a development concept of love up to 79% and the practice of love-1 up to 89%, while the practice of love-2 up to 77%; (3) the constraints are the limitation of students’ skill in Korean language, the lack of instructional time, and the lack of parents’ support.