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Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD)
Published by Universitas Muhammadiyah Malang
ISSN : 23381140     EISSN : 25273043     DOI : -
Core Subject : Education,
Education
JP2SD (Jurnal Pemikiran dan Pengembangan Sekolah Dasar) is a journal of Elementary School Teacher Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Malang. The scope of its journal is an elementary school, education, innovation of learning, learning methods and media, learning innovation, and learning management. This journal will be published twice in a year in April and September.
Arjuna Subject : -
Articles 321 Documents
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Contextual teaching and learning in elementary education: a classroom action research to enhance student discipline and academic achievement Aura Adelia Saputri; Aji Heru Muslim
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 2 (2026): in press September 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i2.44628

Abstract

This study aims to examine the implementation of the Contextual Teaching and Learning (CTL) model to improve discipline and academic achievement among fourth-grade students at SD Negeri 1 Sumbang. In its implementation, the CTL model was supported by the use of comic books as a learning medium. Based on the results of initial observations, students did not consistently demonstrate discipline, which resulted in low academic achievement. Therefore, it is necessary to apply a learning model capable of actively engaging students through real-life experiences in their daily lives. This study is a Classroom Action Research conducted in two cycles. The research subjects consisted of 33 fourth-grade students. Data collection techniques included observation, tests, questionnaires, and documentation. The results showed that student engagement during instruction reached 86.5%, while the teacher’s implementation of the instructional process reached 92.5%. Additionally, the average disciplinary attitude score increased from 2.44 to 3.26, while the percentage of students meeting academic achievement standards rose from 55.5% in Cycle I to 82.5% in Cycle II. These findings indicate that the implementation of the CTL model is effective in improving students’ disciplinary attitudes and academic achievement. The use of comics as a learning aid also helped create a more engaging, contextual, and meaningful learning experience.

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