摘要：This study is designed specifically to measure the effectiveness of contextual teaching and learning of Biology on the students’ problem solving skills, and scientific attitude among secondary school students in Pekanbaru, Riau Indonesia. This quasi experiment involved some 215 form VII students from three government schools, segregated based on their existing cognitive abilities; viz. high, moderate and low. Data garnered from the experimental study were described by means of descriptive analysis, followed by subsequent inferential analysis involving a series of t-tests, ANOVA and MANOVA analyses. In this study, contextual learning module was developed by applying RANGKA strategy which mainly involvedRumuskan(conclude),Amati(observe),Nyatakan(state),Gabungkan(Combine),Komunikasi(communicate) andAmalkan(implement) covering the topic on Organism Diversity. The effects on students’ problem solving skills and scientific attitude were measured by means of tests and observation. Overall, the findings revealed that there are significant differences across the experimental groups and students’ ability in terms of their problem solving skills. However, there is no significant difference in terms of their scientific skills. Such pattern of findings provides empirical evidence which signifies the usefulness of contextual approach in the teaching and learning of Biology.
关键词：Contextual teaching and learning;problem solving skills;scientific attitude
