PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS II SDN 006 TRI MULYA JAYA KECAMATAN UKUI

Abstract

The background of this study is the low results of social studies grade II SDN 006 Tri Mulya
Jaya. Of the 20 students, only 9 students (45.00%) who completed study results. In addition
the average learning result by 50. This research aims to improve student learning outcomes
through the application of IPS CTL approach. This research is a classroom action research
(CAR) conducted by two cycles. The data used in this study is the result of learning and
activity data of teachers and students. Research suggests that the approach applied setelaha
learning outcomes and data CTL activity of teachers and students has increased. Data
teacher activity increased in each cycle, the first cycle of the first meeting activity for teachers
to get a score of 22 (50.00%) with less category, the first cycle II meeting teacher activity
increased with the acquisition of a score of 27 (61.36%) by category enough, in the second
cycle the first meeting back teacher activity increased with the acquisition of a score of 34
(77.27%) in both categories. And the second cycle II meeting teacher activity increased with a
score of 39 (88.64%) with a very good category. Additionally the activity of students has
increased at each meeting in each cycle. At the first meeting of the first cycle of activity
students obtain a score of 21 (47.73 %%) with less category, the second meeting of the second
cycle increased student activity with a score of 25 (56.82%) with enough categories, the first
meeting of the second cycle of activity students experience an increase in the acquisition of a
score of 35 (79.55%) in both categories. And at the second meeting of the second cycle of
student activity increased with the acquisition of a score of 37 (84.09%) with a frightening
good category. Learning outcomes UH I and II increased from a base score, as evidenced by
the thoroughness of learning outcomes IPS in the first cycle of individual 14 students (70%)
were completed and six students (30%) who did not complete. In the second cycle increased
to 16 students (80%) were completed while 4 students (20%) did not complete.