APPLICATION OF CONTEXTUAL TEACHING LEARNING TO LEARNING RESULTS IN UNDERSTANDING THE LIFE ENVIRONMENT IN SMP NEGERI 2 SUKODONO
Authors: Nurdin Elan Artono , Ikhsan Fahrudi Ahwan , Kurnianto Fahmi Arif , Apriyanto Bejo 
Published: April 2018

Based on observations  made on 5 April in the class VIII-B State Junior High School Sukodono diketahuibibly that 75% of students that geographical social studies subjects boring because too many concepts that should be memorized they lack understanding of the benefits of geography lessons for real life, and rarely observe out of class. Strong indications that underlie the difficulties of students to understand the material presented among others due to the lack of ability of students in solving problems IPS Geography. It can be seen from the activity as well as student learning outcomes that show there are only 2 or 5% of students who look active, while others are less active, and the ability of students in solving problems there are only 5 students who can solve the problem well. The ability of students in solving the problem is still lacking this can be seen from the observation that there are only 4 out of 40 students or 10% who can solve the problem while 90% still need guidance and practice in solving problems. To overcome the problem of learning quality, then compiled geography learning by implementing learning berbasismasalah to improve activity and learning outcomes of students in understanding environmental issues. The purpose of this study is to describe whether the problem-based learning can improveaktivitas and student learning outcomes in solving environmental problems in junior high Negeri 2 Sukodono. This research is a classroom action research carried out in 2 action cycles. In this study the data obtained in the form of student learning activities, the value of the discussion, and the value of student learning outcomes. Student learning activity is measured based on the improvement of the average percentage of student learning activity and the level of success of the action, then the result of student discussion based on the score of the result of discussion result, while the student's learning outcomes are measured based on the value of the test result conducted at the end of the cycle. The instruments used are test questions, student activity observation sheets and field notes and documentation. The results showed that with the implementation of problem-based learning can improve the activity and learning outcomes of students in understanding the environmental problems of SMP Negeri 2 Sukodono indicated by the increase of student learning activities from 65.07% (enough) in the first cycle increased to 76.67% (good) on cycle II. Increase of student discussion result can be know the average score result of student discussion equal to 57,18% (enough) in cycle I increase to 76,5% (good) in cycle II.Peningkatan student learning outcomes can be known from the average test scores on each the end of the cycle of 67.92% (enough) in the first cycle increased to 71.1% (good) in cycle II. Based on the above study of IPSgeography subject teachers in geography learning needs to be done by using problem-based learning modelkarena is very supportive for critical thinking skills and menimgkatkan intelligence and learning outcomes.

keywords       : Contextual Teaching Learning, Learning Activity, Learning Outcomes

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