Abstract:
The observation of the first cycle was a good teacher showed activity (percentage
62.5%) and in accordance with the plan, for the second meeting of the teacher's
activities are categorized either (roughly 75%). For the second cycle teachers
increased activity observed with very good category (percentage 87.5%) and in
accordance with the plan, for the activity of the second meeting of the second cycle
teachers also increased with very good category (percentage of 95%). While the
observation of student activities are already well on the first meeting (percentage
62.5%), the activity of the second meeting of students categorized as good (roughly
75%). For the second cycle students increased activity observed with very good
category (percentage 82.5%) and student activity also increased with the category
very well at the last meeting (percentage 95%). Based on the analysis of data from the
study, the average elementary student score before applying Contextual Teaching and
Learning is 59.2 then increased to 73.87 in the first cycle and increased again to 80.80
in the second cycle. It can be concluded that with the implementation of Contextual
Teaching and Learning can improve student learning outcomes IPA SDN 1
Pekanbaru.
