P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
329
EFFORTS TO IMPROVE LEARNING OUTCOMES OF AKIDAH
AKHLAK MATERIAL CLEAN HEART BY BEGGING FOR MERCY
BY APPLYING THE CTL LEARNING MODEL TO CLASS VI MI
NEGERI 3 JAKARTA STUDENTS FOR THE 2019/2020 ACADEMIC
YEAR
Iing Tajudin
Madrasah Ibtidaiyah Negeri 3 Jakarta
boilazhari123@gmail.com
ABSTRACT
This research is based on the following problems: (a) Do cooperative learning of the Contextual Teaching
and Learning model affect the learning outcomes of Pancasila and Civic Education in Class VI Students? (b)
How high is the level of mastery of the subject matter of Pancasila and Civic Education with the application
of the Contextual Teaching and Learning model cooperative learning method to Class VI Students?
The objectives of this study are: (a) To reveal the influence of cooperative learning of the Contextual
Teaching and Learning model on the learning outcomes of Pancasila and Civic Education in Class VI
Students. (b) Want to know how far the understanding and mastery of the subjects of Pancasila and Civic
Education after the implementation of cooperative learning of the Contextual Teaching and Learning model
in Class VI Students
This study used three rounds of action research. Each round consists of four stages, namely: design, activity
and observation, reflection, and revision. The target of this study is Class VII students The data was
obtained in the form of portfolio test results and, observation sheets for teaching and learning activities.
From the results of the analysts, it was found that student learning achievement increased from cycle I to
cycle III, namely, cycle I (68%), cycle II (76and %), cycle III (96%).
The conclusion of this study is that the cooperative method of the Contextual Teaching and Learning model
can have a positive effect on the learning motivation of Class VI students, and this learning model can be
used as an alternative to Pancasila and Citizenship Education.
Keywords: cooperative model of contextual teaching and learning, clasroom action research, project
trainer team
This article is licensed under CC BY-SA 4.0
INTRODUCTION
Primary school age is the most important and fundamental early period in the entire
span of growth and development of human life (Hasanah & Priyantoro, 2019). This period is
characterized by various important periods that become fundaments in the child's subsequent
life until the final period of his development. Education and protection of children is something
that is very basic and must be owned by every State (Hakim, 2016).
The Indonesian nation has made a new historical record in child protection efforts with
the passage of Law Number 23 of 2002 and Law number 20 of 2003 concerning the national
education system. Law number 23 affirmed several important points as follows:
1. Article 4 states that Every child has the right to be able to live, grow, develop, and
participate reasonably in accordance with the dignity and dignity of humanity, and to
be protected from violence and discrimination.
2. Article 9 reveals two main things, namely;
(1) Every child shall be entitled to education and instruction in the context of his personal
development and level of intelligence in accordance with his interests and talents.
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for Mercy by
Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
330 2, 2., Januari 2023
(2) In addition to the rights of children as referred to in paragraph (1), specifically for
children with disabilities, they are also entitled to extraordinary education, while children who
have excellence are also entitled to special education.
Similarly, Law Number 20 has provided a legal umbrella for the need to organize early
childhood education in the three lines of Education (Widodo, 2020). Article 28 of law number
20 is affirmed the implementation of early childhood education on the informal (family) path,
and non-formal pathways.
Thus, a learning method that is suitable for elementary school children in the lower
grades is needed. Children of lower primary school age tend to be lazy with interspersed things
that please them This encourages teachers to be more active and actively look for patterns that
suit the wishes of the child. Because, children cannot be driven by linear patterns alone, but
there must be innovations in learning. This innovation is part of the teacher's task as a facilitator
to create pleasant learning conditions. From the learning process, an output is obtained that
students apply the learning outcomes in their daily lives. Therefore, the method used must be
based on contextual defense in contemporary times.
From the background of the problem, researchers feel compelled to see the influence
of structured learning and give feedback given learning achievement by taking the title "Efforts
to Improve Learning Outcomes Akidah Akhlak Material Clean the Heart by Begging for Mercy
by Applying the CTL Learning Model to Class VI MI Negeri 3 Jakarta Students for the
2019/2020 Academic Year.
METHOD
This study used Classroom Action Research (PTK). According to the PGSM Project
Trainer Team, PTK is a form of a reflective study by actors of actions taken to increase the
rational stability of their actions in carrying out tasks, deepen understanding of the actions
taken, and improve the conditions in which the learning practice is carried out. The main
purpose of PTK is to improve on a Going basis, while the purpose of its inclusion is to foster a
culture of research among teachers (Sukanti, 2008). In accordance with the type of research
chosen, namely action research, this research uses an action research model from Kemmis and
Taggart (in Sugiarti, 1997: 6), which is in the form of a spiral from one cycle to the next (AR,
2022). The data needed in this study were obtained through the observation of the processing
of active learning methods of the CTL model, observation of student and teacher activities, and
formative tests.
To find out the effectiveness of a method in learning activities, it is necessary to conduct
data analysis. This study uses qualitative descriptive analysis techniques, which is a research
method that describes reality or facts in accordance with the data obtained with the aim of
determining the learning achievements achieved by students as well as obtaining student resp
obtaining learning activities and student activities during the learning process (Rahimah, 2022).
RESULTS AND DISCUSSION
The research data obtained are in the form of trial results of question item items,
observation data in the form of observations of active learning management and observation of
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for
Mercy by Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the
2019/2020 Academic Year
331 2, 2., Januari 2023
student and teacher activities at the end of learning, and student formative test data in each
cycle.
The test result data of the question item items is used to get a test that really represents
what is desired. These data are then analyzed for the level of validity, reliability, degree of
difficulty, and differentiating power.
The observation sheet data is taken from two observations, namely observation data on
active learning management which is used to determine the influence of the application of game
learning models in improving student learning achievement and observation data on student
and teacher activities (Rosyidi, 2018).
Formative test data is carried out to determine the improvement in student learning
achievement after active learning is applied.
A. Problem Item Analysis
Before carrying out data collection through research instruments in the form of tests
and getting a good test, the test data is tested and analyzed. Trials were conducted on students
outside the research targets. Analysis of the tests performed include:
1. Validity
The validity of the question items is intended to determine the feasibility of the test so
that it can be used as an instrument in this study. From the calculation of 45 questions, 15
invalid questions and 30 valid questions were obtained. The results of the validits of the
questions are summarized in the table below.
Table 1.
Valid and Invalid Questions Student Formative Test
Invalid Problem
Valid Questions
8, 10, 11, 15, 16, 18, 20, 22, 24,
31, 32, 33, 34, 35, 40
1, 2, 3, 4, 5, 6, 7, 9, 12, 13, 14, 17, 19,
21, 23, 25, 26, 27, 28, 29, 30, 36, 37,
38, 39, 41, 42, 43, 44, 45,
2. Reliability
Questions that have met the validity requirements are tested for reliability. From the
results of the calculations obtained the coefficient of reliability r
11
of 0.630. This price is greater
than the price of r product moment. For the number of students (N = 34) with r (95%) = 0.361.
Thus the test questions used have met the reliability requirements.
3. Level of Distress (P)
The difficulty level is used to determine the difficulty level of the question. The results
of the analysis showed that of the 45 questions tested, there were:
- 20 easy questions
- 15 medium questions
- 10 difficult questions
4. Differentiating Power
A differentiating power analysis is carried out to determine the ability of the question
to distinguish high-ability students from low-ability students.
From the results of the differentiating power analysis, there were questions that lacked
12 questions, enough 24 questions, 9 questions with good criteria, and 1 question with bad
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for Mercy by
Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
332 2, 2., Januari 2023
criteria. Thus, the test questions used have met the requirements of validity, reliability, level of
difficulty, and differentiating power.
B. Analysis of Cycle Research Data
1. Cycle I
a. Planning Phase
At this stage, the researcher prepares a learning tool consisting of a Learning
Implementation Plan I, formative test questions I, and supporting teaching tools.
b. Activity and Implementation Phase
The implementation of teaching and learning activities for the first cycle was carried
out on September 2, 2019, in, Class VI with a total of 37 students. In this case, the researcher
acts as a teacher. The teaching and learning process refers to the Learning Implementation Plan
that has been prepared. Observation (observation) is carried out in conjunction with the
implementation of teaching and learning.
At the end of the teaching and learning process, students are given a formative test with
the aim of knowing the level of student success in the teaching and learning process that has
been carried out. The data from the research results in the first cycle are as follows:
Table 4.1 Management of Learning in Cycle I
No
Observed aspects
Valuation
Average
P1
P2
I
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning
objectives
3. Connect with previous
lessons
4. Organize students in study
groups
2
3
2
2
2
2
2
2
2
2
3
2
B. Core activities
1. Presenting the steps of the
cooperative learning method
2. Guiding students to do activities
3. Practicing cooperative skills
4. Keep an eye on each group in turns
5. Providing assistance to groups
experiencing difficulties
3
3
3
3
3
3
3
3
3
3
3
3
C. Cover
1. Guiding students to make
summaries
2. Provide evaluation
3
3
3
3
3
3
II
Time Management
2
2
2
III
Class Enthusiasm
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Mercy by Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the
2019/2020 Academic Year
333 2, 2., Januari 2023
1. Enthusiastic students
2. Anti-semitic teacher
2
3
2
3
2
3
Sum
33
32
33
Description: Value: Criteria
1. : Bad
2. : Not Good
3. : Good Enough
4. : Good
Based on the table above, the aspects that get the criteria are not good at motivating
students, conveying learning goals, managing time, and enthusiastic students. The four aspects
that received poor scores above, are a weakness that occurs in cycle I and will be used as study
material for reflection and revision that will be carried out in cycle II.
Table 2. Cycle I Test Scores
No
Student Name
Score
Information
T
TT
1
Adella Zean Fithria
80
2
Ahnaf Muhammad
70
3
Amanda Az-Jahwa
65
4
Andika ramadan ristianto
60
5
Aqilah Goddess Fadhila
85
6
Aqilah Nadya Shafwah
75
7
Nice Al-Farizy
60
8
Bima Aditya Al Bukhori
95
9
Daffa Agiha Adinata
90
10
Dhia Nafilah Syakira
62
11
Emir Ghauzi Manotama
90
12
Fachri Muhammad Azka
70
13
Farach Shaqina Fadhilla
70
14
Fauzan Hafidz
62
15
Febrian Okta Primary
70
16
Iklimah Fauziah
85
17
Ilham Khayril Mubarrak
70
18
Kayla princess azahra
65
19
Kayla Yumna Zaidah
60
20
Lutfi Esa Ramdahi
95
21
M. Naufal Rizky Nurudin
65
22
Muhammad Asyraf Hafizh
80
23
Muhammad Danishy
75
24
Muh. Hanifan Arrinjani
74
25
Naura Aisyah Prayitno
71
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for Mercy by
Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
334 2, 2., Januari 2023
26
Naura Andria Princess
65
27
Qa'is Daniyal Putra
62
28
Queennisa Nabila Saleha
80
29
Quinn Tahara Princess
80
30
Ran Maryam
79
31
Reza Nice Andhika
80
32
Rochmatika Princess Fajriah
82
33
Sazkia Sandeswita
62
34
Shulton Arkaan Wibowo
85
35
Tubagus Prakosa Paksi
64
36
Yuhanidz Dwi Wasila
63
37
Zhafran Rasendriya
67
sum
2713
23
14
Information:
Q: Complete
TT: Incomplete
Number of Students completed: 23
Number of Incomplete Students: 14
Ideal Maximum Score: 3700
Score Reached: 2713
Average Score Achieved: 73
Percentage of Completeness: 62%
Information:
Q: Complete
TT: Incomplete
Number of completed students: 23
Number of students who have not completed: 14
Classical: Incomplete
Table 3. Distribution of Student Formative Test Results in Cycle I
No
Description
Cycle I Results
1
2
3
Average score of formative test
Number of students who have completed
their studies
Percentage of learning completion
73
23
62%
From the table above, it can be explained that by applying the active learning method
of the CTL Model, the average score of student learning achievement is 74 and the
completeness of learning reaches 62% or there are 23 students out of 14 students who have
completed learning. These results show that in the first cycle classically students have not
completed learning, because students who get a score of ≥ 70 are only 62% less than the desired
percentage of completion of 85%. This is because students still feel new and do not understand
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for
Mercy by Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the
2019/2020 Academic Year
335 2, 2., Januari 2023
what the teacher intends and uses by applying the active learning method of the CTL Model in
the subject of Pancasila and Civic Education, also because the level of mastery of Clean Heart
by Begging for Mercy and understanding the meaning mastered by students is still very low.
2. Cycle II
a. Planning stage
At this stage, researchers prepare to learn tools consisting of lesson implementation
plan II, formative test questions II and supporting teaching tools.
b. Stage of activity and implementation
The implementation of teaching and learning activities for cycle II was carried out on
September 15, 2019 in Class, VI with a total of 23st, students. In this case, the researcher acts
as a teacher. The teaching and learning process refers to the learning implementation plan by
paying attention to revisions in cycle I, so that errors or sho notes in cycle I am not repeated in
cycle II. Observation (observation) is carried out in conjunction with the implementation of
teaching and learning.
At the end of the teaching and learning process, students are given a formative test II
with the aim of knowing the level of student success in the teaching and learning process that
has been carried out. The instrument used is the formative test II. The data from the research
results in cycle II are as follows:
Table 4.4. Learning Management in Cycle II
No
Observed aspects
Valuation
Average
P1
P2
I
KBM observations
I. Introduction
1. Motivate students
2. Delivering learning objectives
3. Connect with previous lessons
4. Organize students in study
groups
3
3
4
3
3
3
4
3
3
4
3
3
3
3
4
II. Core activities
1. Presenting the steps of the cooperative
learning method
2. Guiding students to do activities
A. Practicing cooperative skills
B. Keep an eye on each group in
turns
C. Providing assistance to groups
experiencing difficulties
3
4
4
4
3
4
4
4
4
3
3
4
4
4
3
III. Cover
1. Guiding students to make
summaries
2. Provide evaluation
3
4
4
4
3
4
II
Time Management
3
3
3
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for Mercy by
Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
336 2, 2., Januari 2023
III
Class Enthusiasm
1. Enthusiastic students
2. Anti-semitic teacher
4
4
3
4
3
4
Sum
52
54
51
Description: Value: Criteria
1. : Bad
2. : Not Good
3. : Good Enough
4. : Good
From the table above, without the aspects observed in teaching and learning activities
(cycle II) carried out by teachers by applying this, they get a fairly good assessment from the
observer. This means that from all assessments there is no undervalue. However, the
assessment is not yet an optimal result, and there are several aspects that need attention for the
improvement of the application of subsequent learning. These aspects are motivating students,
guiding students to formulate conclusions/find concepts, and time management.
By refining aspects of the nature of the application of the CTL learning method, it is
hoped that students can conclude what they have learned and express their opinions so that
they will better understand what they have done.
Table 4. Cycle II Test Scores
No
Student Name
Score
Information
T
TT
1
Adella Zean Fithria
90
2
Ahnaf Muhammad
80
3
Amanda Az-Jahwa
68
4
Andika ramadan ristianto
68
5
Aqilah Goddess Fadhila
90
6
Aqilah Nadya Shafwah
80
7
Nice Al-Farizy
78
8
Bima Aditya Al Bukhori
98
9
Daffa Agiha Adinata
92
10
Dhia Nafilah Syakira
65
11
Emir Ghauzi Manotama
92
12
Fachri Muhammad Azka
80
13
Farach Shaqina Fadhilla
80
14
Fauzan Hafidz
67
15
Febrian Okta Primary
75
16
Iklimah Fauziah
88
17
Ilham Khayril Mubarrak
80
18
Kayla princess azahra
80
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Mercy by Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the
2019/2020 Academic Year
337 2, 2., Januari 2023
19
Kayla Yumna Zaidah
68
20
Lutfi Esa Ramdahi
98
21
M. Naufal Rizky Nurudin
68
22
Muhammad Asyraf Hafizh
85
23
Muhammad Danishy
80
24
Muh. Hanifan Arrinjani
80
25
Naura Aisyah Prayitno
80
26
Naura Andria Princess
80
27
Qa'is Daniyal Putra
67
28
Queennisa Nabila Saleha
85
29
Quinn Tahara Princess
85
30
Ran Maryam
86
31
Reza Nice Andhika
82
32
Rochmatika Princess
Fajriah
88
33
Sazkia Sandeswita
62
34
Shulton Arkaan Wibowo
89
35
Tubagus Prakosa Paksi
76
36
Yuhanidz Dwi Wasila
67
37
Zhafran Rasendriya
68
sum
2945
28
9
Information:
Q: Complete
TT: Incomplete
Number of Students Completed: 28
Number of Incomplete Students: 9
Ideal Maximum Score: 3700
Score Reached: 2945
Average Score Achieved: 79
Percentage of Completeness: 75%
Table 4.6. Recapitulation of Students' Formative Test Results In Cycle II
No
Description
Cycle II Results
1
2
3
Average score of formative test
Number of students who have
completed their studies
Percentage of learning completion
79
28
75
From the table above, it is obtained that the average score of student learning
achievement is 79 and learning completion reaches 75% or there are 28, students out of 37
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for Mercy by
Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
338 2, 2., Januari 2023
students who have completed learning. These results show that in this cycle II the classical
completion of learning has improved slightly better than cycle I. In addition, students have also
begun to understand what the teacher intends and wants by applying learning with CTL.
3. Cycle III
a. Planning Phase
At this stage, researchers prepare learning tools consisting of Learning Implementation
Plan III, formative test questions III and supporting teaching tools.
b. Stages of activity and observation
The implementation of teaching and learning activities for cycle III was carried out on
September 28, 2019 in Class VI with a total of 37 students. In this, case the researcher acts as
a teacher. The teaching and learning process refers to the Learning Implementation Plan by
paying attention to revisions in cycle II, so that errors or deficiencies in cycle II are not repeated
in cycle III. Observation (observation) is carried out in conjunction with the implementation of
teaching and learning.
At the end of the teaching and learning process, students are given a formative test III
with the aim of knowing the level of student success in the teaching and learning process that
has been carried out. The instrument used is the III formative test. The data from the research
results in cycle III are as follows:
Table 4.7. Learning Management in Cycle III
No
Observed aspects
Valuation
Average
P1
P2
I
KBM observations
A. Introduction
1. Motivate students
2. Delivering learning objectives
3. Connect with previous lessons
4. Organize students in study groups
4
4
4
4
4
4
4
4
4
4
4
4
B. Core activities
1. Presenting the steps of the
cooperative learning method
2. Guiding students to do activities
3. Practicing cooperative skills
4. Keep an eye on each group in
turns
5. Providing assistance to groups
experiencing difficulties
4
4
4
4
3
4
4
4
3
4
4
4
4
4
4
C. Cover
1. Guiding students to make
summaries
2. Provide evaluation
4
4
4
4
4
4
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Mercy by Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the
2019/2020 Academic Year
339 2, 2., Januari 2023
II
Time Management
4
4
4
III
Class Enthusiasm
1. Antusias students
2. Anti-semitic teacher
4
4
4
4
4
4
Sum
55
55
56
Description: Value : Criteria
1: Not Good
2. : Not Good
3.: Good enough
4.: Good
From the table above, it can be seen that the aspects observed in teaching and learning
activities (cycle III) carried out by teachers by applying the CTL learning method get a fairly
good assessment from observers are motivating students, guiding students to formulate
conclusions / find concepts, and time management.
The improvement of the above aspects in applying the CTL learning method is expected
to be successful as much as possible.
Table 6. Cycle III Test Scores
No
Student Name
Score
Information
T
TT
1
Adella Zean Fithria
95
2
Ahnaf Muhammad
85
3
Amanda Az-Jahwa
75
4
Andika ramadan ristianto
75
5
Aqilah Goddess Fadhila
92
6
Aqilah Nadya Shafwah
92
7
Nice Al-Farizy
85
8
Bima Aditya Al Bukhori
100
9
Daffa Agiha Adinata
100
10
Dhia Nafilah Syakira
76
11
Emir Ghauzi Manotama
95
12
Fachri Muhammad Azka
85
13
Farach Shaqina Fadhilla
85
14
Fauzan Hafidz
76
15
Febrian Okta Primary
80
16
Iklimah Fauziah
90
17
Ilham Khayril Mubarrak
80
18
Kayla princess azahra
85
19
Kayla Yumna Zaidah
80
20
Lutfi Esa Ramdahi
100
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Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
340 2, 2., Januari 2023
21
M. Naufal Rizky Nurudin
68
22
Muhammad Asyraf Hafizh
90
23
Muhammad Danishy
85
24
Muh. Hanifan Arrinjani
85
25
Naura Aisyah Prayitno
85
26
Naura Andria Princess
85
27
Qa'is Daniyal Putra
75
28
Queennisa Nabila Saleha
90
29
Quinn Tahara Princess
90
30
Ran Maryam
90
31
Reza Nice Andhika
90
32
Rochmatika Princess
Fajriah
90
33
Sazkia Sandeswita
75
34
Shulton Arkaan Wibowo
90
35
Tubagus Prakosa Paksi
85
36
Yuhanidz Dwi Wasila
68
37
Zhafran Rasendriya
84
sum
3156
36
1
Ideal Maximum Score Count 3700
The total score reached 3156
The average score reached 85
% Completion 97
Information:
Q: Complete
TTTuntas
Number of completed students: 24
Number of students who have not completed: 1
Classical: Incomplete
Table 4.9. Recapitulation of Student Formative Test Results in Cycle III
No
Description
Cycle III Results
1
2
3
The average score of the formative test
Number of students who have completed
their studies
Percentage of learning completion
85
36
97
Based on the table above, the average score of the formative test was obtained at 85,
and out of 37 students, 36 students had completed and 1 student had not reached learning
completion. So classically the completion of learning that has been achieved is 97% (including
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for
Mercy by Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the
2019/2020 Academic Year
341 2, 2., Januari 2023
the complete category). The results in cycle III have improved better than in cycle II. The
increase in learning outcomes in cycle III is influenced by an increase in the teacher's ability in
the teaching and learning process so that students can easily master the material being studied.
C. Discussion
1. Completeness of Student Learning Outcomes
The results of this research show that the active learning method of the CTL Model has
a positive impact on improving student learning achievement. This can be seen from the
increasingly stable understanding of students towards the material presented by the teacher
(learning completion increases from SKUs I, II, and III) which are 62%, 75%, and 97%,
respectively. In cycle III, the completion of student learning has been classically achieved.
2. Teacher's Ability to Manage Learning
Based on data analysis, it was obtained that student activity in the active learning
process of the CTL model in each cycle has increased. This has a positive impact on student
learning achievement, which can be shown by increasing the average score of students in each
cycle which continues to increase.
3. Teacher and Student Activities in Learning
Based on data analysis, student activities were obtained in the learning process of
Pancasila and Civic Education with active learning methods The most dominant CTL model is
working using tools/media, listening/paying attention to teacher explanations, as well as
discussions and cooperation between students, as well as between students and teachers. So it
can be said that student activities can be categorized as active.
As for the activities of teachers during learning, they have implemented active learning
steps well. This can be seen from the teacher's activities that have emerged, including guiding
and observing student development in doing learning activities, explaining / training using
tools, and giving feedback/evaluation/question and answer where the percentage for the above
activities is quite large.
CONCLUSION
Learning Pancasila and Civic Education material Clean the Heart by Begging for Mercy
by active learning The CTL model has a positive impact in increasing student learning
achievement which is characterized by an increase in student learning completeness in each
cycle, namely cycle I (62%), cycle II (75%), cycle III (97%). The application of the active
learning method of the CTL Model in the subject of Pancasila and Civic Education has a
positive influence, which can increase student learning motivation which is shown by the
average student's answer stating that students are interested and interested in the active learning
model so that they become motivated to learn.
Suggestion
To carry out active learning requires careful preparation, so teachers must be able to
determine or choose topics that can really be applied by active learning the CTL model in the
teaching and learning process so that optimal results are obtained. There needs to be further
research because the results of this research were only carried out in Class VI of the First
Semester of the 2019/2020 Academic Year.
Efforts to Improve Learning Outcomes of Akidah Akhlak Material Clean Heart by Begging for Mercy by
Applying the Ctl Learning Model to Class Vi Mi Negeri 3 Jakarta Students for the 2019/2020 Academic Year
342 2, 2., Januari 2023
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