APPLICATION OF CTL MACI (MOTIVATE, OBSERVE, CONCLUDE, IMPLEMENT) LEARNING MODEL TO IMPROVE LITERACY OF ELEMENTARY SCHOOL STUDENTS IN MATARAM CITY - Lamusiah, Siti; Aryanti, Ribut (Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan, 2025)
Abstrak: Penelitian ini bertujuan untuk mengevaluasi pengaruh penerapan model pembelajaran Contextual Teaching and Learning (CTL) dengan strategi MACI (Motivasi, Amati, Conclude, Implementasi) terhadap kemampuan literasi siswa di Sekolah Dasar. Metode yang digunakan adalah penelitian dan pengembangan (R&D) dengan pendekatan kuantitatif deskriptif, melibatkan uji coba terbatas melalui desain one group pretest-posttest dan pretest-posttest control group design. Penelitian dilakukan di dua sekolah dasar di Kota Mataram, yaitu SDN 26 Kota Mataram dan SDN 1 Cakranegara, dengan fokus pada peningkatan keterampilan menyimak, berbicara, membaca, dan menulis. Data dianalisis menggunakan paired sample t-test, dan reliabilitas instrumen diukur menggunakan Cronbach's Alpha. Hasil penelitian menunjukkan adanya peningkatan signifikan pada seluruh keterampilan literasi siswa setelah penerapan model CTL MACI. Peningkatan skor posttest lebih tinggi dibandingkan pretest di kedua sekolah, dengan korelasi yang kuat antara pretest dan posttest untuk semua keterampilan (ranging from 0.530 to 0.997). Reliabilitas instrumen pengukuran juga menunjukkan nilai yang sangat baik (Cronbach’s Alpha > 0.90). Meskipun keterampilan menyimak di SDN 1 Cakranegara menunjukkan korelasi yang lebih rendah (0,530), penelitian ini menyimpulkan bahwa model CTL MACI efektif dalam meningkatkan keterampilan literasi siswa, dan instrumen pengukuran yang digunakan dapat dipercaya. Temuan ini mendukung penggunaan model CTL MACI sebagai pendekatan yang kontekstual dan berbasis siswa untuk meningkatkan keterampilan literasi di sekolah dasar.Abstract:  This study aims to evaluate the effect of implementing Contextual Teaching and Learning (CTL) learning model with MACI strategy (Motivation, Observe, Conclude, Implement) on students' literacy skills in elementary school. The method used was research and development (R&D) with a descriptive quantitative approach, involving a limited trial through a one group pretest-posttest design and a pretest-posttest control group design. The research was conducted in two elementary schools in Mataram City, namely SDN 26 Mataram City and SD Aisyiyah 2 Mataram, with a focus on improving listening, speaking, reading, and writing skills. Data were analyzed using paired sample t-test, and instrument reliability was measured using Cronbach's Alpha. The results showed a significant increase in all students' literacy skills after the application of the CTL MACI model. At SD Aisyiyah, the average ability of language skills (listening, speaking, writing and reading) average score between 65-73 is moderate, because it has not used the CTL MACI learning syntax. Meanwhile, SD 26 Mataram has a high ability of the 4 language skills with an average score of 84-85, because it has implemented the CTL MACI learning syntax.  Although the skills at SD Aisyiyah 2 showed a lower correlation, the study concluded that the CTL MACI model was effective in improving students' literacy skills, and the measurement instruments used were reliable. The findings support the use of the CTL MACI model as a contextualized and student-driven approach to improving literacy skills in primary schools.