The ability to create programming algorithms and flowchart and then translate into the programming language for the basic course of robotics programming is a very decisive role, if there is a mistake in programming in the basic courses of robotics programming design programming algorithms and flowchart or error in making the program translate into programming language for basic courses of robotics programming will cause the application program can not be used. This situation will result in the operation of the company experiencing delays. In fact in the world of lectures this ability has not synergize to the maximum. This deficiency can be seen at the time of basic lecture programming robotics. At the time of teaching and learning process does not do the activities of designing algorithms programming and flowchart an example of a programming language directly so that it can be said that students only make programs that are less structured and make lectures less interesting. To answer the challenge required by the university student who has the ability to make the programming algorithm course and the basic course of robotics programming in an integrated manner. To solve this problem so in this study the researcher want to make the device a learning courses basic programming and robotics to integrate with courses in robotics and programming algorithms robotics in an integrated manner. Specific objectives to be achieved this research is the compilation of the basic teaching module robotics programming and integrate with robotics courses based on contextual teaching and learning to improve the problem solving skills of university student.

Literature review based on Oktora's Yekie Senja (2009) research on the implementation of Contextual Teaching and Learning and Inquiry Methods to Improve Student Achievement of Class X- Sales at Eye Training for Small Business Opening in SMK PGRI 02 Malang (Study on X- SMK PGRI 02 Malang). This study examines and searches for empirical evidence on: (1) Implementation of learning Inquiry method in the eyes of Small Business Opening Training, (2) Improvement of students' learning achievement in Training Eye Opening Small Business, (3) Student Response X- PGRI 02 Malang on learning. The subjects of this study were students of class X-Sales SMK PGRI 02 consisting of 46 students, then the students are divided into 7 heterogeneous groups. Data collection using observation techniques, interviews, tests, questionnaires and field notes. The stages in this research include the pre-action stage of the research, the action research activities and the reporting of research results. Based on the observation of student learning activities conducted, it appears that the average value of classroom learning activities in contextual learning with Inquiry approach showed improvement. The average value of student learning activity on the first cycle of 59.62 and on the second cycle increased by 70.67 to equal to 82.03.

The device development model uses the 4-D model (Thiagarajan, et al 1974). The stages of implementation consists of 4 stages of development, namely define, design, develop, and dessimenate. This research is conducted in two cycles. In every cycle, an action is realized in a one-time teaching-learning activity that lasts 40 minutes. Each research cycle consists of planning of observation and reflection actions, outline the activities undertaken at each step of the study.

Comparison of basic learning outcomes in robotics programming cycle I and Cycle II showed an increase in the average value, ie in the first cycle only 60.00 including less to 80.5 including criteria very well. It shows that the use of contextual teaching and learning method supported by good learning media can improve the basic result of robotics programming.

Comparison of the average score of student activity showed an increase in the average value, that is in the first cycle only 52.8 including the criteria less to 73.8 including the good criteria in cycle II. This shows that the method of contextual teaching and learning can make learners become more active, creative and innovative so that learning becomes more fun and meaningful.