SOLAR PANEL PROJECT-BASED CTL LEARNING TO ENHANCE STUDENTS' SCIENTIFIC ARGUMENTATION AND INTEREST SENIOR HIGH SCHOOL

Husein Kusumadinata, Reza Ruhbani Amarulloh

Abstract


Passive physics learning often leads to low argumentation skills and learning interest. This study analyzes the effectiveness of the Contextual Teaching and Learning (CTL) approach integrated with a solar panel project in improving scientific argumentation and fostering learning interest. Using a quasi-experimental design (Non-Equivalent Control Group) on 10th-grade students, data were collected through a Toulmin Argumentation Pattern (TAP)-based essay test and a Likert scale questionnaire. The results of the macro statistical test showed no significant difference (Sig. 0.102) between the CTL and conventional classes due to the high procedural participation of the control class. However, at a micro level, the CTL class excelled in complex analytical problems: 25% of CTL students reached Level 4-5 (formulating a Rebuttal), while the control class achieved 0%. In the affective aspect, a cognitive load paradox emerged: post-project mental fatigue (42% reluctant to learn by rote) was accompanied by a surge in intellectual satisfaction (82%), environmental awareness, courage to argue, and independent digital literacy initiatives (44%). It can be concluded that CTL syntax successfully improves the quality of argumentation to the Warrant-Rebuttal level and transforms situational interest into strong individual interest, forming lifelong learners who are critical of renewable energy issues.

Keywords


CTL; Scientific Argumentation; Learning Interest; Solar Panels; Cognitive Load; Renewable Energy

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.11265

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