PENGARUH PENGGUNAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS TEKNOLOGI INFORMASI DAN MOTIVASI TERHADAP HASIL BELAJAR EKONOMI PADA SISWA KELAS X IPS DI SMA PERGURUAN RAKYAT 3 JAKARTA

KRUSITA, RIYANTI (2019) PENGARUH PENGGUNAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS TEKNOLOGI INFORMASI DAN MOTIVASI TERHADAP HASIL BELAJAR EKONOMI PADA SISWA KELAS X IPS DI SMA PERGURUAN RAKYAT 3 JAKARTA. S1 thesis, Universitas Negeri Jakarta.

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Abstract

RIYANTI KRUSITA. Effect of the use of ICT-based Contextual Teaching and Learning (CTL) Learning Models and Motivation on Economic Learning Outcomes in Class X students at the College 3 Public High School in East Jakarta. 2019 This study aims to determine the effect of ICT-based Contextual Teaching and Learning (CTL) Learning Models and Motivation on Economic Learning Outcomes in Class X students at East Jakarta Public College 3 High School. This study is quasi-experimental. The population in this study were all class X IPS of East Jakarta College 3 Public High School consisting of two classes. Class X IPS 1 as a Control class with lecture learning, while class X IPS 2 as an Experiment class which is taught with Contextual Teaching and Learning. Analysis of the results The pre-test results of classroom learning Experiments and control classes are different between the two classes. From the results of the Pre-test measurement of learning outcomes there are also differences between the experimental class and the control class. Post-test giving after being given the Contextual Teaching and Learning learning treatment to the experimental class and lecture learning in the Control class. From the results of calculations and analysis of hypotheses obtained by t-count and t-table, this shows there is a positive effect of learning Contextual Teaching and Learning on economic learning outcomes because t-hit is 17.8> 200 t-table. Likewise with the learning motivation post-test, the experimental class experienced an increase from the word low motivation to High Motivation while in the class Control the learning motivation remained the same in the Low category and when viewed from the percentage of classical completeness the experimental class was higher than the control class which was 40% and 17.5%. Keywords: Contextual Teaching and Learning learning, Motivation, Economic Learning Outcomes.

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