<![CDATA[ABSTRACT Low student engagement in Civic Education is associated not only with understanding the learning material but also with students’ willingness to learn and their readiness to assume responsibility throughout the learning process. This condition was identified among students in class VIII F at SMP Negeri 8 Pontianak, particularly in the topic of Maintaining the Integrity of the Unitary State of the Republic of Indonesia (NKRI). This study examined changes in students’ learning motivation and learning responsibility following instructional improvement through the implementation of the Contextual Teaching and Learning (CTL) model. The study was conducted as Classroom Action Research based on the Kemmis and McTaggart model through the pre-cycle, Cycle I, and Cycle II stages, involving 32 students during the second semester of the 2025/2026 academic year. Data were collected through observations, questionnaires, documentation, and field notes, and were examined using descriptive quantitative and qualitative analyses. The results revealed a gradual improvement: learning motivation increased from 62% in the pre-cycle to 74% in Cycle I and 88% in Cycle II, while learning responsibility rose from 60% to 76% and 90%, respectively. These changes occurred alongside greater participation, collaboration, independence, and stronger connections between learning content and real-life experiences. The findings suggest that CTL can serve as an instructional approach that supports process improvement while strengthening students’ learning character. ABSTRAK Rendahnya keterlibatan peserta didik dalam pembelajaran Pendidikan Pancasila tidak hanya berkaitan dengan pemahaman materi, tetapi juga dengan dorongan untuk belajar dan kesediaan menjalankan tanggung jawab selama proses pembelajaran. Kondisi tersebut ditemukan pada peserta didik kelas VIII F SMP Negeri 8 Pontianak, khususnya pada materi Menjaga Keutuhan Negara Kesatuan Republik Indonesia (NKRI). Penelitian ini diarahkan untuk melihat perubahan motivasi dan tanggung jawab belajar setelah pembelajaran diperbaiki melalui penerapan model Contextual Teaching and Learning (CTL). Penelitian dilaksanakan sebagai Penelitian Tindakan Kelas (Classroom Action Research) dengan model Kemmis dan McTaggart melalui tahapan prasiklus, siklus I, dan siklus II, melibatkan 32 peserta didik pada semester genap Tahun Pelajaran 2025/2026. Data diperoleh melalui observasi, angket, dokumentasi, dan catatan lapangan, kemudian dipadukan melalui analisis deskriptif kuantitatif dan kualitatif. Perubahan capaian terlihat secara bertahap: motivasi belajar bergerak dari 62% pada prasiklus menjadi 74% pada siklus I dan 88% pada siklus II, sedangkan tanggung jawab belajar meningkat dari 60% menjadi 76% dan 90%. Perkembangan tersebut berlangsung seiring dengan meningkatnya partisipasi, kerja sama, kemandirian, serta keterhubungan materi dengan pengalaman nyata. Temuan ini mengindikasikan bahwa CTL dapat menjadi pilihan pembelajaran yang mendukung perbaikan proses sekaligus penguatan karakter belajar peserta didik.]]>
