<![CDATA[This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) instructional model on students’ learning motivation in Christian Religious Education for Grade X students at SMK Karsa Mulya Palangka Raya and to determine whether the effect of the CTL model was greater than that of conventional learning. This study employed a quantitative approach using a Quasi-Experimental Design with a Pretest-Posttest Control Group Design. The sample consisted of Grade X TKR as the experimental class, comprising 27 students, and Grade X DKV as the control class, comprising 22 students. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability. Data analysis was conducted using IBM SPSS Statistics 25 through normality, homogeneity, Paired Sample t-Test, and Independent Samples t-Test tests. The results of the Paired Sample t-Test in the experimental class showed a significance value of 0.000 (< 0.05), with a t-value of -11.673 and a mean difference of -17.889, indicating an increase in students’ learning motivation after the implementation of CTL. The results of the Independent Samples t-Test on the post-test showed a significance value of 0.000 (< 0.05), with |t-value| = 6.040 > t-table = 2.011, indicating a significant difference in learning motivation between the experimental and control classes. The N-Gain results showed an average increase of 0.6641 (66.41%) in the experimental class, higher than 0.3741 (37.41%) in the control class. Thus, CTL had a significant effect and resulted in a greater increase in students’ learning motivation than conventional learning.]]>
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