Application Of Contextual Learning Models To The Learning Outcomes Of

Social Knowledge Subjects On The Subject Of Social Interaction For Seventh

Grade Students In Sunan Ampel Junior High School

Famie Darmawan *, Rusijono2, Bachtiar3

1
Teknologi Pendidikan, Universitas Negeri Surabaya, Jl Ketintang No. 30, Surabaya
60321, Indonesia
2
Departemen Teknologi Pendidikan, Universitas Negeri Surabaya, Jl Ketintang No.
30, Surabaya 60321, Indonesia
3
Departemen Teknologi Pendidikan, Universitas Negeri Surabaya, Jl Ketintang No.
30, Surabaya 60321, Indonesia
*
Rachman.17070905005@mhs.unesa.ac.id

Abstract. Contextual Teaching and Learning (CTL) is a solotuion for this problem. That are
based on that social science are material that review a set of event, fact, concept, and
generalazations that releted with social issue. While CTL have characters capable to make
student be active because material that used ara related with real situation and circumtancesthis
study included research type quasi experiment characteristic that use research design of the
True Experimental Design, because of the other known group of experiments and participate
get observation. The author took the population study because the author wants to see all of the
learning process that done by teacher that is in the population. In this case are student of VII A
and VII B class in SMP Sunan Ampel, but VII B class only as control class. Data collection
techiques in this study using observation and test.

1. Introduction
Social studies aims to make education have the ability to conceptualize those related to people's
lives and the environment, have the ability to think logically and critically, curiosity and solve
problems. there are several things that cause a lack of achievement of learning objectives in social
studies subjects, internal factors and external factors. internal factors or factors in students, and
external factors or factors outside of students, divided into several factors: parental support, learning
facilities at home and facilities and infrastructure provided by the school
Currently social studies learning only originates from teaching materials in the form of textbooks
and teachers do not provide variation in learning, namely the teacher is still happy to pursue the lecture
method so that the learning process is only teacher-centered. currently social studies learning only
originates from teaching materials in the form of textbooks and teachers do not provide variation in
learning, namely teachers are still happy to pursue with the lecture method so that the learning process
is only teacher-centered so that it influences learning outcomes
At SMP sunan ampel the value of grade VII students on average is still below standard of 70, the
grade VII grade students are still below the standard, which is 70, with scores that are still below the
average students are considered not yet mastered the social studies material that has been delivered
Social studies learning is a science that can be applied in social life to interact with the community one
of them happened to class VII students at SMP Ampel, to solve this problem there are various ways
that can be done one of them with a variety of learning.
CTL ( Contextial Teachng Learning ) namely a learning strategy that emphasizes the process of full
involvement of students to be able to find learned material that connects with real life situations, it can
be concluded that social studies learning material on social interaction in this study is about how the
effects of CTL application on learning outcomes of students in class VII in SMP sunan ampel

2. Method
2.1. Contextual Teaching Learning
is a learning concept that helps teachers connect the material taught with real situations and encourages
students to make connections between the knowledge they have and apply it in everyday life. In CTL
learning prioritizes student activities in learning so students can find concepts about learning material
and link the concepts to their real world situations.
CTL learning steps
1. Understand contextual problems
The teacher provides contextual problems in everyday life and asks students to understand the problem
in accordance with the experience
2. Explain contextual problems
The teacher explains the situation and condition of the problem by giving instructions in the form of
suggestions
3. Resolve contextual problems
Students individually solve problems in their own way, the teacher motivates students to solve
problems in their own way in the form of giving instructions to students
4. Compare and discuss answers
The teacher gives time and opportunity to students to compare and discuss questions in groups, then
compare and discuss in class. In this stage as training students issue ideas and opinions
5. Reflection
the teacher guides students to reflect and gives conclusions at the end of the lesson, It is expected that
students can reflect and re-submit the material that has been given

2.2. Subject
The subject of this study was class VII students, which consisted of two classes, namely class VII A
and VIIB. this research is a population research because it uses all VII grade students. Class VII A is
included in the experimental group and group VII B is in the control group.

2.3. Location Research

This research was conducted at Sunan Ampel Junior High School, Menganti District, Gresik Regency

3. Result and Discussion

3.1. do a test of learning outcomes

The initial stage of doing Pre test eksperimen class and control class. In taking the research subject, the
researcher asked the teacher for help IPS the test lasts 35 minutes

The calculation results pretest and postest

Value N Avarage t-test t-table

count
Pre test class 68,52
eksperimen VII A 25 5,89 2,797
Post test class 80,24
eksperimen VII A

Value N Avarage t-test t-table

count
Pre test class 62,08
Control VII B 25 2,73 2,797
Post test class 72,6
control VII B

Based on the table above, the average value of the experimental class pre test VII A (68.52) is greater
than the mean value of the pretest class in VII B (62.08), Begin! also with the average value of the
experimental class post test VII A (80.24) greater than the posttest mean of the control class (72.6) and
based on the above calculation for the experimental class VII A with a significance level of 5% db =
25 -l = 24 so that t-table 2.797 was obtained and it turned out that the t-count was greater than t-tabcl
which was 5.89> 2.797. This shows that student learning outcomes have increased after establishing a
learning model of (CTL) in social studies learning. Thus there is a significant effect on the application
of the Contextual Teaching Learning (CTL) learning model to the learning of seventh grade students
of SMP in social studies with the subject of social interaction at Sunan Ampell Middle School
changing. Unlike the comm class calculation results! VII B with a significant level of 5% db = 25 -1 =
24 so that t-table is obtained 2.797 and it turns out that the t-count is smaller than t-table which is 2.73
<2.797. This shows that student learning outcomes do not experience improvement by using
conventional models in learning

4. Conclusion

There is the influence of the application of the Contextual Teaching Learning (CTL) learning model to
the learning outcomes of seventh grade students in junior high school social studies subjects, the
subject matter of social interaction at Sunan Ampel Middle School. The results of the observation of
the teacher when applying the learning model Contextual Teaching Learning (CTL) with 65%
signification, then obtained r table 0.256 in the first meeting to get r count 0.777 and the second
meeting got r count 0.888. While observations on students using the learning model Contextual T
eaching Learning (CTL) the first meeting get r count 0.94 and the second discovery gets r count 0.83.
This shows good response from teachers and students when implementing the learning model
Contextual Teaching Learning (CTL). Based on student learning outcomes in the application of the
learning model Contextual Teaching Learning (CTL) data obtained at pretest or initial test average
value of students 68.52 While the average student learning outcomes at the post test after being given
the average student treatment increased to 80.24 , In line with this, the t test with a significance level
of 5% db = 25 l = 24 so that the t-tabcl 2,797, and t arithmetic 5.89 are obtained. This is greater than t
table, so it can be concluded that the learning model of Contextual Teaching Learning (CTL)
influences the increase in learning outcomes of class VII students in social studies subjects in the
subject matter of social interaction in 5MP Sunan Ampel Menganti

5. Acknowledgments
1) Prof. Dr. Rusijono, M.Pd counselor I who has provided direction and motivation in guidance to
the author in the preparation.
2) Dr. Bachtiar S Bachri, M.Pd counselor II who has provided direction and motivation in
guidance to the author in the preparation.
3) 2017 comrades who are both struggling and always provide a lot of help, enthusiasm,
motivation and support in completing this task.
4) All parties that cannot be mentioned one by one, thank you for everything.

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