PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATA PELAJARAN IPS UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VI C SDN BERINGIN 477 SURABAYA

Abstract

Abstrak: Latar belakang penelitian ini berangkat dari rendahnya hasil belajar siswa kelas VI C SDN Beringin 477 Surabaya pada mata pelajaran IPS, yang disebabkan guru kurang inovatif dalam kegiatan pembelajaran, Dari refleksi pembelajaran, diketahui sebesar 45,94% siswa belum mencapai Kriteria Ketuntasan Minimal (KKM). Oleh karena itu, peneliti menawarkan solusi untuk mengatasi permasalahan tersebut dengan menerapkan model Contextual Teaching and Learning (CTL). Hasil penelitian menunjukkan bahwa persentase keterlaksanaan aktivitas siswa pada siklus I sebesar 70,83% dan pada siklus II mengalami peningkatan menjadi 80,56%. Aktivitas guru pada siklus I sebesar 70,31% dan pada siklus II mengalami peningkatan menjadi 80,73%. Untuk hasil belajar siswa juga mengalami peningkatan, pada siklus I mencapai 70,27% dan pada siklus II mengalami peningkatan menjadi 81,08% siswa tuntas belajar. Dari hasil penelitian diperoleh data adanya peningkatan aktivitas siswa dan guru selama siklus I dan siklus II, sehingga dapat disimpulkan bahwa penerapan model Contextual Teaching and Learning (CTL) pada mata pelajaran IPS dapat meningkatkan hasil belajar siswa kelas VI C SDN Beringin 477 Surabaya.

Kata Kunci: Model Contextual Teaching and Learning (CTL), Mata Pelajaran IPS, Hasil Belajar

Abstract: The background of this study is the low of learning result of the sixth graders of State Elementary School of Beringin 477 Surabaya in social studies, caused by the teachers who are less innovative in teaching. Based on the teaching and learning reflection, there is 45, 94 % of students have not reached the criteria of minimum completion. So, the researcher offers a solution to overcome that obstacle that is by applying Contextual Teaching and Learning (CTL) model in teaching social studies. The result of this study shows that the percentage of implementation of students’ activity in the first cycle is 70, 83 % and in the second cycle got increase became 80, 56 %. The teacher’s activity in the first cycle is 70, 31 % and in the second cycle got increase become 80, 73 %. Besides, the students’ learning result also got increase, in the first cycle reached 70, 27 % and in the second cycle got increase reached 81, 08 % of learning completion. According to the data of this study result, there is increase of both students and teacher’s activities in the first and the second cycles. So that, it can be concluded that the application of Contextual Teaching and Learning (CTL) model to the social studies can increase the study result of the sixth graders of State Elementary School of  Beringin 477 Surabaya.

Keywords: Contextual Teaching and Learning (CTL) Model, Social studies, Learning result.