Hasatulo Lase, Bezisokhi Laoli, Yearning Harefa, Asali Lase

Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) dalam Meningkatkan Minat Belajar Siswa Kelas VII SMP Negeri 2 Botomuzoi

Introduction

Penerapan model pembelajaran contextual teaching and learning (ctl) dalam meningkatkan minat belajar siswa kelas vii smp negeri 2 botomuzoi. Penerapan model Contextual Teaching and Learning (CTL) berhasil tingkatkan minat belajar siswa kelas VII SMP di mata pelajaran IPS. Studi ini buktikan efektivitas CTL untuk pembelajaran bermakna.

Abstract

Penelitian ini bertujuan untuk meningkatkan minat belajar siswa melalui penerapan model pembelajaran Contextual Teaching and Learning (CTL) pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) kelas VII di SMP Negeri 2 Botomuzoi Tahun Pelajaran 2024/2025. Permasalahan yang diangkat adalah rendahnya minat belajar siswa akibat penggunaan metode pembelajaran konvensional yang monoton, serta belum optimalnya penerapan model CTL oleh guru. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tahapan perencanaan, tindakan, observasi, dan refleksi. Instrumen yang digunakan dalam pengumpulan data mencakup lembar observasi guru dan siswa, angket minat belajar, serta tes hasil belajar. Hasil penelitian menunjukkan bahwa penerapan model CTL dapat meningkatkan minat belajar siswa. Pada siklus I, rata-rata persentase observasi guru sebesar 61,66%, observasi siswa 58,92%, angket minat belajar 61,09%, dan hasil belajar siswa dengan ketuntasan 46,88%. Setelah perbaikan pada siklus II, terjadi peningkatan signifikan dengan rata-rata observasi guru mencapai 93,33%, observasi siswa 89,44%, angket minat belajar 93,79%, dan hasil belajar dengan ketuntasan mencapai 100%. Temuan ini menunjukkan bahwa model pembelajaran CTL efektif dalam meningkatkan minat belajar siswa serta berdampak positif terhadap hasil belajar. Dengan demikian, model CTL layak diterapkan sebagai alternatif dalam pembelajaran IPS untuk menciptakan proses belajar yang lebih bermakna dan kontekstual.

Review

This study, titled "Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) dalam Meningkatkan Minat Belajar Siswa Kelas VII SMP Negeri 2 Botomuzoi," presents a timely and relevant investigation into addressing the common challenge of low student engagement in educational settings. The research adeptly identifies the problem of monotonous conventional teaching methods and the underutilization of more student-centered approaches like CTL as primary contributors to diminished learning interest. Utilizing a robust Classroom Action Research (PTK) methodology across two cycles, the study's design is appropriate for an intervention-based pedagogical improvement. The abstract clearly articulates the research's objective and the systematic steps taken to achieve it, laying a strong foundation for its findings. The quantitative results presented are compelling, demonstrating a significant and consistent positive impact of the CTL model across multiple indicators. The marked improvement from Cycle I to Cycle II in teacher and student observational percentages (from approximately 61% and 59% to 93% and 89% respectively), student learning interest (from 61% to 94%), and most notably, learning outcomes (from 47% to a full 100% mastery), provides robust evidence for the efficacy of CTL. While the abstract effectively highlights these impressive gains, a brief mention of the specific contextual elements or teaching strategies within CTL that were most instrumental in fostering this engagement would further enrich the understanding of *why* such improvements occurred. Nevertheless, the simultaneous increase in both learning interest and academic achievement underscores the multifaceted benefits of this instructional approach. In conclusion, this research successfully demonstrates that the implementation of the Contextual Teaching and Learning model is an effective strategy for enhancing student learning interest and, concurrently, improving academic performance in Social Sciences for Grade VII students. The findings offer valuable practical implications for educators seeking to move beyond conventional methods and create more meaningful and engaging learning experiences. The study provides strong support for the wider adoption of CTL as a viable and impactful pedagogical alternative. This work is a significant contribution to the field of educational practice, particularly in promoting active and contextualized learning, and merits strong consideration for publication.

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