Contextual Learning : Implementation and Challenges for Science Teacher in Private Middle School

This purposes of this study are to: (1) describe the implementation of contextual learning by science teacher in Salatiga Private Middle School, (2) analyze the challenges of science teacher in Salatiga Private Middle School in implementing contextual learning. The study employed qualitative research in which the sample was 4 teacher of private middle school of Salatiga.The data obtained from the observation and questionnaire instruments constructed from six criteria.The criteria of contextual learning are: 1) constructivism, 2) asking, 3) finding, 4) learning community, 5) modeling, 6) reflection. Data analysis from the research that has been conducted is by processing data descriptively. The research shows that the implementation of contextual learning in every Private Middle School of Salatiga for science subject are on the good category (score interval: 2,82 ≤ score < 3,37). The highest accomplishment from the whole indicator of contextual learning from finding aspect with score 3,00 (good category). Teacher's challenges in implementing contextual learning, in general, are the limited facility to apply scientific method through practicing or experimenting in the laboratory, lack of opportunities for teachers in developing contextual-based media, and lack of assistance provided by the teacher in the aspects of a learning community, constructivism, and finding.


INTRODUCTION
The approach in learning has become a base and teachers perspective in teaching.The approach in science subject is becoming the base for constructing the learning process.
Learning is a chain of the learning activity that has been planned and designed from learning approach (Dick & Carey, 2001;Gagne, 2005).The learning process in science subject also needs learning based on activities to increase student's skill.Those processes certainly become an effort that must be done by the teacher by providing a learning environment system that enhances the abilities and competencies that will be achieved.Furthermore, the teaching process that will be done will be related to the learning theories adopted by science teachers.Therefore, efforts in the application and understanding of learning theories are needed as a step to improve students' learning outcomes.Techniques for the data collection

SMP B
From the results of interviews conducted by the teacher explained that education is important not only in school but also in the environment where Therefore, the real experience gained by students through problem-solving activities, finding something useful will be able to construct students' knowledge.

SMP D
The teacher explained that education is the basis for the formation of character and academic abilities of  (Lazarou et al., 2016;Özdem et al., 2017;Öztürk, 2019).Whatever the teachers do, they have to understand the underlying principle of learning.The educators should realize when a method of teaching is introduced they must be selective to make sure that the new technology or the new method will be able to help the students in their learning process (Kamaruddin et al., 2011).

CONCLUSION
Learning management requires the use of some components of learning in an organized manner by taking into account the learning objectives, learning materials, learning strategies and methods, learning media/teaching aids, and including learning approaches.Priyambodo (2017) explained that learning strategy is systematic and systemic steps that been used by lecturers to creating a learning environment that allow the learning process and achieving the determined competence.Learning model becomes the conceptual framework and learning operational that have a name, characteristic, logical order, settings, and culture.Teaching methods are the technique used by teachers to handle one learning activity which includes lectures, question and answer, and discussion.Model and strategy to teaching technique have an important role in increasing student achievements.Tosun and Taskesenligil (2011) said that student achievements can increase because strategy and motivation that teacher gives while learning process.In addition to increasing enthusiasm and interest of the students, teaching variety also helps the teacher in conveying the message in every subject that it can be easily understood.Applying the learning approach in school, teachers can make the learning atmosphere that attractive while utilizing learning approach that creative, innovative, and varies so that learning can take place by of the material learned (Thoron and Myers, 2012).Teachers' role in understanding learning theory initiated by another researcher is expected to give stimulus toward the students to increase students' attention in learning.The hope is that the goals and process of education can be achieved effectively and efficiently.According to Sardiman (2011) that the learning process requires effort to change behavior.Efforts are made as a form of achievement of performance and satisfaction with the students.According to Kotler in Isnaini et al. (2016) explains that there are two indicators of satisfaction in the teaching process, those are: 1) expectations that are built based on student perceptions, 2) performance related to each component of teacher achievement.In this study, the aspect of implementing contextual learning by the teacher will be analyzed in relation to the teaching process provided by the teacher.

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that used are observation and interview.The instrument for data collection validated before by content and construct to qualify the validity of the instrument.Interviews and observations of the implementation of science learning by teachers and students were held at 4 private middle school on Salatiga (SMP A, SMP B, SMP C, and SMP D).Other supporting instruments that been used are tape recorder also a camera for documentation.Data analysis from the research conducted is by processing the data descriptively.Activity in data analyzing is data reduction, data display, and conclusion drawing/verification.The results of the analysis and conversion of the observation sheet values were carried out by classification and categories through descriptive analysis techniques with the determination of average ideal criteria and ideal standard deviation The implementation of contextual learning in science subjects as a whole from each school shows quite diverse results.Contextual learning includes six main indicators, which are: 1) constructivism, 2) asking, 3) finding, 4) learning community, 5) modeling, 6) reflection.The highest achievement of all indicators of contextual learning is finding with a score of 3.00.This means that the indicator finding that the teacher has done already optimal in science subjects.Furthermore, the achievement of the indicator asking that is a score of 2.97, while the lowest score is on the learning community indicator with a score of 2.75 (category good enough).Overall, the achievement of the score on the implementation of contextual learning in each indicator does not have a significant difference.This means that contextual learning by science teachers in junior high schools from Salatiga is quite good.

Figure
Figure 3. Contextual Learning for Each School students and families live.Therefore education plays a role in processing someone to be better.Teachers having motivation in teaching is to change schools and students to be better because teachers are alumni who have studied at the school.The teacher said that he saw that children had different characteristics with each other's uniqueness.Therefore, the teacher believes that the child's ability to become a talent and also a calling to always explore for their potential.The teaching role of the teacher is to developing potential possessed by students.The teacher argues that teaching is not only a job demand but to involve in the process of educating children to be better.The approach used by teachers in science learning is a scientific approach.The teacher often engages students to learn directly from the environment in order to gain knowledge.Furthermore, the teacher also designs through a variety of models.Teachers often apply the TGT cooperative learning model (Teams Games Tournament).The teacher considers that through that learning model can make students more active.Student activity can be seen through joint discussion activities.The impact of the application of learning approaches and models can improve students' cognitive learning outcomes.The obstacle that is often faced by teachers in learning is making the students focus during the learning process.It is because students tend to play when learning takes place.Therefore, the teacher must have a strategy or aids in the form of media in order to redirect the focus of students.teacher explains that the process of stimulating students to ask questions is an important part so that students have enthusiasm in the science subjects.Most students feel that science subject as a difficult subject.Therefore the teacher wants to change students' perspective of science and make science learning fun.The teacher plans a learning process that directs students to be able to communicate in the learning community.The teacher considers that when students are able to work together with other people, students will get more optimal learning outcomes.It is because students can obtain knowledge from others through discussion so that the learning material learned can be more concrete to be discussed.Furthermore, the process of finding becomes an equally important part to systematically train students' thinking processes.The teacher uses a learning process oriented to the scientific method.Students are directed to be able to find their own science concepts that are learned so that they do not just remember the material.The teacher prepares simple experiment activities or other experiments in student worksheets that include activities to formulate problems, make hypotheses, test hypotheses, analyze, conclude and communicate.The scientific method in learning will build and compile new knowledge for the students.The experience gained will give meaning to the development of students' knowledge.
children.The teacher has motivation in teaching, and it is used to provide maximum teaching so that the knowledge given to students can be well understood.The diverse condition of students in terms of academic ability and family background, makes the learning process must pay attention to the characteristics of students.The teacher tries to stimulate the students' interested in giving idea and opinion about science concept and its application in daily life.Science teacher at SMP A Salatiga has fully used an approach that leads to students centered, it's just that when teaching happens, some students having difficulties to following the class because of the background of students which come from families that are not good enough so that they have difficulties to follow the planned learning activities.When parents are deciding or helping their children decide on a school, they are faced with the choice between a traditional program where the child is physically in school, a virtual program where the classes are given completely online, or a combination of both (Rauh, 2011).Moreover, the school is open to all students, as long as the student has a strong desire to learn.The teacher makes every effort to facilitate the students in learning according to their abilities.However, on the other hand, the teacher meets several students who are classified as slow in learning (slow learner) so that the teacher must approach the students individually because of their characteristics.Through the interaction between environments, students able to implement the skills of the scientific process to solve better everyday problems.Realistic, authentic, important because students can construct their own knowledge and at the same time train students' thinking skills.Another finding is, when the teacher uses a contextual approach, students can find their own learning style to understand the concept of science.Students become accustomed to learning to find something that feels useful to themselves or others.Investigations and discoveries made by students help them to learn about realfounds the opinion from the students is very simple even not in accordance with the context of the material, but the teacher still respects the opinions of students and used as a base for learning and coaching.Science teacher in SMP D builds contextual learning through a support system that provides learning support so that students have the opportunity to understand science concepts optimally.The condition of students who are also classified as slow learners makes the teacher try to foster student motivation.at home, Pascal's legal principles, identification of materials that can conduct electric current and etc.Even the teacher also carried out experimental methods in the laboratory.Although the science laboratory conditions are inadequate in terms of equipment and materials, the teacher continues to carry out simple practicum.The learning process that leads to practicum activities can introduce the concept of science while training science process skills, the activities of scientific methods, creative thinking and the ability to solve problems (Dewi et al., 2017; Wallace et al., 2003).Furthermore, the implementation of contextual learning by science teachers in SMP B emphasized the effort to build a learning community.The teacher gives the game through questions that are relevant to the subject matter.Some questions given by the teacher aims to test students' knowledge.Learning that is oriented to the learning community lack of opportunities for teachers to develop contextually based media, and the lack of assistance