The Effect of the Contextual Teaching and Learning Model on the Learning Motivation of Grade 10 Students in PAK Learning at SMK Karsa Mulya Palangka Raya

Abstract

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) instructional model on students’ learning motivation in Christian Religious Education for Grade X students at SMK Karsa Mulya Palangka Raya and to determine whether the effect of the CTL model was greater than that of conventional learning. This study employed a quantitative approach using a Quasi-Experimental Design with a Pretest-Posttest Control Group Design. The sample consisted of Grade X TKR as the experimental class, comprising 27 students, and Grade X DKV as the control class, comprising 22 students. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability. Data analysis was conducted using IBM SPSS Statistics 25 through normality, homogeneity, Paired Sample t-Test, and Independent Samples t-Test tests. The results of the Paired Sample t-Test in the experimental class showed a significance value of 0.000 (< 0.05), with a t-value of -11.673 and a mean difference of -17.889, indicating an increase in students’ learning motivation after the implementation of CTL. The results of the Independent Samples t-Test on the post-test showed a significance value of 0.000 (< 0.05), with |t-value| = 6.040 > t-table = 2.011, indicating a significant difference in learning motivation between the experimental and control classes. The N-Gain results showed an average increase of 0.6641 (66.41%) in the experimental class, higher than 0.3741 (37.41%) in the control class. Thus, CTL had a significant effect and resulted in a greater increase in students’ learning motivation than conventional learning.