THE ROLE OF THE TEACHER IN THE USE OF THE CONTEXTUAL MODEL TEACHING AND LEARNING (CTL) EFFORTS TO IMPROVE LEARNING OUTCOMES IN PKN LEARNING IN ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.62966/ijose.v2i1.284Keywords:
Contextual model, teaching and learningAbstract
This study aims to determine the increase in learning outcomes in the use of the Contextual Teaching and Learning (CTL) model in PKN subjects for the 2022/2023 academic year. This study used a qualitative method where this research was conducted to produce descriptive data such as interview transcripts, notes, pictures, photographs, video recordings and others. In this study there is no hypothesis or hypothesis testing, but the data must be described according to the variables studied. This research was conducted at Muhammadiyah 38 Private Elementary School, Medan Krio. This research was conducted at Muhammadiyah 38 Private Elementary School, Medan Krio. The population or subject of this study were third grade students at SD Muhammadiyah 38 Medan Krio. In this descriptive-qualitative study, the CTL learning model and PKN learning outcomes became the object of research. Data collection techniques used in this study are observation, documentation and tests. By using the contextual learning model (CTL) in PKN learning, it is hoped that students can discover and develop their own learning concepts, because learning is not just memorizing facts, but learning as an effort to optimize. students' cognitive, affective and psychomotor abilities. When applying the contextual learning model (CTL), it is assumed that the teacher's role in improving student learning outcomes. Teachers can show their role in teaching students. This shows that the teacher fulfills the role of teacher (who teaches the subject matter).
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