Implementasi Pembelajaran Berbasis CTL untuk Menumbuhkan Disiplin dan Tanggung Jawab Peserta Didik Kelas IV Implementation of CTL-Based Learning to Foster Discipline and Responsibility among Grade IV Students
Article Sidebar
Page Numbers:
6887-6899
Digital Object Identifier:
10.58578/yasin.v5i6.8392
Viewed: 117 times
Downloaded: 69 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Nurul Khikmah1*, Nahara Ayunda Hidayat2, SusiloTri Widodo3, Ciek Sandrasyifa Ully4 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although contextual learning (Contextual Teaching and Learning/CTL) has been widely discussed in previous research, studies that specifically examine its implementation in teaching the topic of making and implementing rules and its reinforcement of discipline and responsibility among elementary school students remain limited. This study aimed to describe the implementation of contextual learning in the topic of making and implementing rules and to analyze its influence on students’ understanding of the function of rules and the development of discipline and responsibility among fourth-grade elementary school students. The study employed a qualitative approach with a descriptive design, involving purposively selected fourth-grade students. Data were collected through classroom observation, group discussions, analysis of students’ worksheets (Lembar Kerja Peserta Didik, LKPD), and documentation of learning activities, and were then analyzed using thematic analysis techniques. The findings show that the implementation of contextual learning through activities such as watching videos, role-playing, analyzing illustrations, engaging in group discussions, and completing the LKPD “Aturan Kelas Kami” was effective in increasing student engagement, deepening their understanding of the purposes and functions of rules, and strengthening discipline and responsibility in school life. These findings contribute to the development of the contextual learning concept and broaden understanding of character education practices in elementary schools, while also underscoring the importance of learning approaches that connect instructional content with students’ real-life experiences in shaping positive character. The implications of this study include theoretical contributions to enriching CTL scholarship and practical implications for elementary school teachers in designing meaningful learning that is oriented toward strengthening students’ character.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Alimuddin, S., Haliq, M. I., & Suherman, S. (2024). Penerapan Model Pembelajaran Kontekstual Teaching and Learning untuk Meningkatkan Karakter Peduli Lingkungan Siswa pada Mata Pelajaran PKN Kelas V UPT SDN 18 Pinrang. Cokroaminoto Journal of Primary Education, 7(2), 667–677. https://doi.org/10.30605/cjpe.722024.4582
Andriani, E., & Hutagaluh, O. (2024). Penerapan Metode Contextual Teaching and Learning (CTL) untuk Mendorong Pemahaman pada Nilai-Nilai Pancasila dalam Pembelajaran PPKn pada Siswa Kelas IV di SDN 20 Kampung Lorong Tahun Ajaran 2023/2024. HUMANITIS: Jurnal Humaniora, Sosial dan Bisnis, 2(9), 1023–1029. https://humanisa.my.id/index.php/hms/article/view/226
Astari, N. K., Gading, I. K., & Wibawa, I. M. C. (2024). Media Video Pembelajaran Interaktif Kontekstual pada Muatan PPKn untuk Meningkatkan Hasil Belajar Siswa. Jurnal Penelitian dan Pengembangan Sains dan Humaniora, 8(1), 50–59. https://doi.org/10.23887/jppsh.v8i1.77429
Kuraesin, D., & Setiyadi, R. (2019). Penggunaan Model Pembelajaran Contextual Teaching and Learning (CTL) untuk Meningkatkan Pemahaman Siswa Sekolah Dasar. COLLASE (Creative of Learning Students Elementary Education), 5(6), 1–7. https://journal.ikipsiliwangi.ac.id/index.php/collase/article/view/3567
Legi, R. M. M., & D. P. R. D. H. P. M. Y. (2015). Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran PKn Kelas IV Sekolah Dasar Risal. https://doi.org/10.5281/zenodo.10042375
Mahyani. (2018). Peningkatan Hasil Belajar Siswa dengan Menggunakan Model Pembelajaran Inkuiri Terbimbing pada Pelajaran IPA di Kelas V MIN 2 Banda Aceh, 2(2), 613–618. https://lens.org/113-737-255-762-538
Mashudi, H. (2024). Contextual learning and teaching. In Encyclopedia of Computer Graphics and Games. Springer. https://doi.org/10.1007/978-3-031-23161-2_300273
Nababan, D. (2023). Jurnal Kontektual CTL Christofel. Jurnal Pendidikan Sosial dan Humaniora, 2(2), 825–837. https://publisherqu.com/index.php/pediaqu/issue/view/14
Nainggolan, A. S., & Damayanti, V. (2024). Penerapan Model Contextual Teaching and Learning dalam Meningkatkan Kemandirian Belajar Kewarganegaraan pada Siswa Kelas IV MIN Thullab Kota Jambi Tahun Ajaran 2023/2024. MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-Ilmu Sosial, 8(2), 348–356. https://doi.org/10.30743/mkd.v8i2.9336
Rahayu, M. T., & H. (2015). Pengaruh Model Pembelajaran Kontekstual (CTL) terhadap Keaktifan Siswa Kelas IV pada Mata Pelajaran PKn di Sekolah Dasar Negeri Warungbambu I. Pedagogik: Jurnal Pendidikan Guru Sekolah Dasar, 3(1), 1–8. https://doi.org/10.33558/pedagogik.v3i1.1249
Riza, S., Mardhatillah, Rizki, D., & Ihsan, M. A. N. (2024). The effect of the use of contextual teaching and learning (CTL) learning model on the cognitive value of students of elementary school. Jurnal Penelitian Pendidikan IPA, 10(5), 2702–2710. https://doi.org/10.29303/jppipa.v10i5.6988
Sriwigati, M., & Kurniawan, M. I. (2024). Pengaruh Model Pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) terhadap Kemampuan Berfikir Kritis Siswa pada Mata Pelajaran Pendidikan Pancasila di Sdn Kesambi. Jurnal Pendidikan Dasar Flobamorata, 5(2), 174–180. https://doi.org/10.51494/jpdf.v5i2.1242
Sugiyono. (2020). Metodologi Penelitian Kuantitatif, Kualitatif dan R&D.
Sugiyono, D. P. (2023). Metode Penelitian Kuantitatif Kualitatif dan R&D.
Susilawati, L. P. (2025). Pembelajaran PKN Berbasis Contextual Teaching and Learning (CTL) sebagai Upaya Meningkatkan Kesadaran Hak dan Kewajiban sebagai Warga Negara. Jurnal Penelitian dan Pengembangan Sains dan Humaniora, 9(2), 234–241. https://doi.org/10.23887/jppsh.v9i2.98329
Tanjung, R. F. (2019). Peningkatan Keterampilan Menulis dengan Menggunakan Layanan Informasi Berbasis Contextual Teaching and Learning (CTL). Consilium: Berkala Kajian Konseling dan Ilmu Keagamaan, 6(1), 17–27. https://doi.org/10.37064/consilium.v6i1.5184
Utaminingsih, S., & Shufa, N. K. F. (2019). Model dan Panduan: Model Contextual Teaching and Learning. UPT PERPUSTAKAAN, Universitas Muria Kudus, 1, 105–112.
Vathatuljanah, N., Firmansyah, A., Muchdar, M., M Gagaramusu, Y. B., & Pratama, R. A. (2025). Penerapan Model Contextual Teaching and Learning untuk Meningkatkan Hasil Belajar Siswa Mata Pelajaran Kewarganegaraan. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(1), 269–281. https://doi.org/10.54069/attadrib.v8i1.890
Zahra, A. N., Rahmadani, D., & Fuad, A. (2025). Analisis Implementasi Model Contextual Teaching and Learning dalam Pembelajaran PKn untuk Meningkatkan Hasil Belajar Siswa. Jurnal Penelitian Nusantara, 1(5), 513–518. https://doi.org/10.59435/menulis.v1i5.302
Yolanda, A., Sihotang, M., Zebua, J. A., Hutasoit, M., & Sinaga, Y. L. (2024). Strategi Pembelajaran Kontekstual untuk Meningkatkan Pemahaman Konsep Siswa Sekolah Dasar. Pragmatik: Jurnal Rumpun Ilmu Bahasa dan Pendidikan, 2(3), 301–308. https://doi.org/10.61132/pragmatik.v2i3.941