PENGARUH PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DALAM MENINGKATKAN HASIL BELAJAR IPA SISWA SEKOLAH DASAR (Penelitian Single Subject Research dalam Pembelajaran IPA Topik Siklus Air di Kelas V Sekolah Dasar Tahun Ajaran 2021/2022) - Faisal Risandi, - (2022)
Penelitian ini dilatarbelakangi oleh subjek penelitian yang mengalami permasalahan dalam hal hasil belajar IPA terutama pada topik siklus air di kelas 5 sekolah dasar, sehingga subjek membutuhkan Pendekatan Contextual Teaching and Learning dalam proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui proses serta pengaruh penerapan Pendekatan Contextual Teaching and Learning terhadap peningkatan hasil belajar IPA topik siklus air di kelas 5 sekolah dasar. Penelitian ini menggunakan metode Single Subject Research (SSR) dengan desain A-B terhadap lima orang siswa kelas 5 pada salah satu sekolah dasar negeri di Kabupaten Cirebon. Hasil penelitian ini menunjukkan adanya pengaruh penerapan Pendekatan Contextual Teaching and Learning terhadap hasil belajar IPA topik siklus air di kelas 5 sekolah dasar yang ditunjukkan oleh frekuensi jawaban benar dari subjek pada fase baseline yaitu berkisar 6 sampai dengan 9 jawaban benar, dan pada fase intervensi frekuensi jawaban benar subjek meningkat menjadi berkisar 14 sampai dengan 15 jawaban benar dari subjek, serta presentase overlap sebesar 0%. ----- This research was motivated by research subjects who experienced problems in terms of science learning outcomes, especially on the topic of the water cycle in grade 5 elementary school, so the subject needed a Contextual Teaching and Learning approach in the learning process. The purpose of this study was to determine the process and effect of applying the Contextual Teaching and Learning approach to improving science learning outcomes on the topic of the water cycle in grade 5 elementary school. This study uses the Single Subject Research (SSR) method with an A-B design to five 5th grade students at one of the public elementary schools in Cirebon Regency. The results of this study indicate that there is an effect of applying the Contextual Teaching and Learning approach to the science learning outcomes of the water cycle topic in grade 5 elementary schools which is indicated by the frequency of correct answers from subjects in the baseline phase, which ranges from 6 to 9 correct answers, and in the intervention phase the frequency of answers. The subject's correct answer increases to range from 14 to 15 correct answers from the subject, and the overlap percentage is 0%.