PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR DAN MOTIVASI SISWA KELAS V SD

Dede Jiyatul Islamiyah (Universitas Darul Ma’arif)
Kiki Fatkhiyani (Universitas Darul Ma’arif)
Khoimatun (Universitas Darul Ma’arif)

Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Released

This study aims to test the effect of the Contextual Teaching and Learning (CTL) learning model on the learning outcomes of 5th grade students and the effect of the Contextual Teaching and Learning (CTL) learning models on the learning motivation of 5th grade students, as well as to test the improvement in science learning outcomes after using the Contextual Teaching and Learning (CTL) learning model. This study uses an experimental method with a True Experimental design using Pretest-Posttest Control Group Design. The population of this study was all students of UPTD SDN 1 Kapringan. By using a sampling technique, class 5-A was determined to be the experimental group of 31 students and class 5-B to be the control group of 30 students. Research data were collected through written tests and questionnaires. Based on the results of statistical calculations using the Mann-whitney test, the sig. (2-tailed) value was obtained = 0.005 <a value = 0.05. So, it can be stated that there is an effect of the Contextual Teaching and Learning (CTL) learning model on learning outcomes. Meanwhile, the sig. (2-tailed) value = 0,234 > a value = 0.05. Therefore, it can be stated that there is no influence of the Contextual Teaching and Learning (CTL) learning model on learning motivation. Therefore, there is no significant difference in learning motivation between students in the experimental class and the control class. In the statistical calculation of student learning outcomes using the N-Gain test, it was obtained that in the experimental class the average N-Gain value was 0.57, which is included in the moderate interpretation. Meanwhile, the average N-Gain value in the control class was 0.45, which is included in the moderate interpretation. Thus, there was a significant increase in the learning outcomes of science and science. Therefore, there was a significant increase in student learning outcomes.