Penerapan Contextual Teaching and Learning dalam Meningkatkan Pemahaman Jati Diri Bangsa dan Budaya Nasional

Abstract

This study aims to analyze to improve students’ conceptual understanding of National Idenity and National Culture through the implementation of the Contextual Teaching and Learning (CTL) model in Pancasila Education for eighth-grade junio high school students. The study was motivated by students’ limited ability to understand and relate the concepts of National Identity and National Culture to the their everyday lives, resulting in learning that tendet to emphasize memorization and lacked meaningful engagement. This study employed a classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and relfection stages. The participants were 30 eighth-grade students at SMPN 5 Madiun. Data were collected through conceptual understanding tests, student activity observation sheets, and documentation. The results demonstrated an improvement in studets conceptual understanding following the implementation of the CTL model. Classical learning completeness increased from 33,33% in the pre-cycle to 60.00% in cycle I and 86.67 in cycle II. The class mean score also increased from 62.50 in the pre-cycle to 71.20 in cycle I and 82.30 in cycle II. Furthermore, student learning activies improved from an average of 64.00% in cycle I to 86.00% in cycle II. The improvement was achieved through the use of concrete examples of lokal and national culture and more intensive group guidance. Thus, the implementation of CTL was effective in improving student’s conceptual understanding and learning activity by connecting learning materials with real-life context. Future research in recomended to examine CTL with more diverse subjects, schools, and learning materials