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All Journal Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Shintia Dwi Agustina
Universitas Islam Sultan Agung, Indonesia
Education

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Peningkatan Hasil Belajar dengan Model CTL Berbantuan Media Proyek Naratif “Belanja Cerdas” Shintia Dwi Agustina; Hevy Risqi Maharani; Mohamad Lukman Hakim
Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 3 (2026): September 2026
Publisher : Prodi PGMI STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/bunayya.v7i3.775

Abstract

The achievement of learning outcomes in Indonesian Language is closely related to how learning materials are studied and experienced by students throughout the learning process. This study was motivated by the Indonesian Language learning outcomes of Class IIIB students at SD Islam Al Azhar 25 Semarang, which had not yet met the established Minimum Competency Criterion (KKM) of 80. This study aimed to improve students’ Indonesian Language learning outcomes through the implementation of the Contextual Teaching and Learning (CTL) model assisted by the narrative project-based learning medium “Belanja Cerdas.” This study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart design, conducted in two cycles with 26 students as research subjects. Data were collected through tests, observations, and documentation, and were analyzed using descriptive quantitative and qualitative approaches. The results showed an increase in the mean learning outcome score from 73.08 in the pre-cycle to 81.31 in Cycle I and 92.54 in Cycle II. Learning mastery also increased from 42.31% in the pre-cycle to 57.69% in Cycle I and 96.15% in Cycle II. These findings indicate that the implementation of the CTL model assisted by the “Belanja Cerdas” narrative project can improve the Indonesian Language learning outcomes of Class IIIB students through contextual learning experiences and active student engagement. This study contributes a practical alternative for connecting language learning with situations drawn from students’ everyday lives, enabling learning activities to extend beyond the attainment of academic scores and providing students with opportunities to understand and use language in meaningful real-life contexts.
Co-Authors Hevy Risqi Maharani Mohamad Lukman Hakim