The Contextual Teaching and Learning Model (CTL) Assisted by Animated Video Media on Indonesian Language Learning Motivation of Fifth Grade Students of SD IT Ar-Rahman, South Lampung

Ira Purnama Sari (Universitas Islam Negri Raden Intan Lampung)
Nurul Hidayah (Universitas Islam Negri Raden Intan Lampung)
Deri Firmansah (Universitas Islam Negri Raden Intan Lampung)

International Journal of Post-Axial: Futuristic Teaching and Learning
Vol. 4 No. 3 September 2026: International Journal of Post-Axial

Low learning motivation in Indonesian language learning in elementary schools can limit students' attention, involvement, and persistence during the learning process. This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) approach assisted by animated video media on the motivation to learn Indonesian language of fifth-grade students at SD IT Ar-Rahman, South Lampung. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design . The research sample consisted of 46 students divided into an experimental group (23 students) and a control group (23 students). The experimental group received CTL learning assisted by animated video, while the control group received Direct Instruction learning assisted by PowerPoint. Data were collected using a learning motivation questionnaire and analyzed through descriptive statistics, the Shapiro–Wilk test, the Levene test, paired-samples t-test , and inter-group differences using the Independent Samples t-Test and the nonparametric Mann–Whitney U test as a confirmatory analysis. The results showed that the average motivation score of the experimental group increased from 80.7391 in the pretest to 91.1304 in the posttest, while the control group increased from 76.7826 to 87.8261. The posttest average of the experimental group was 3.3043 points higher than the control group. The results of the Independent Samples t-Test showed a significant difference between groups (p < 0.001), which was confirmed through the Mann–Whitney U test (U = 159.000; p = 0.001). These findings indicate that the integration of CTL with animated videos has the potential to support learning motivation through contextual, visual, interactive, and participatory learning experiences. This study concludes that CTL assisted by animated videos can be a pedagogical alternative in Indonesian language learning. The implication is that teachers need to integrate audiovisual media in a targeted manner into contextual learning activities, not just using it as a stand-alone presentation medium.