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Abstract

This study aims to examine the integration of the Contextual Teaching and Learning (CTL) approach and its impact on boosting student engagement in Social Studies at SMP Negeri 1 Tempurejo. Employing a Classroom Action Research (CAR) design, this inquiry blended qualitative observations with supporting quantitative metrics. The investigation spanned two full cycles, with each phase encompassing detailed planning, action, observation, and reflection stages. The research subjects comprised 26 learners from class VII B at SMP Negeri 1 Tempurejo. Data collection methods involved direct observation, field notes, and documentation analysis.The empirical findings demonstrated that adopting the CTL instructional framework significantly stimulated student participation during Social Studies sessions. The learners exhibited greater involvement by raising questions, providing answers, engaging in collaborative group tasks, and sharing their perspectives throughout the lessons. During the initial cycle, student learning engagement reached 66.7%, falling into the active category. Following targeted pedagogical improvements in the subsequent cycle, this figure rose significantly to 83.3%, qualifying as very active. Ultimately, the application of CTL fostered a more interactive, meaningful, and learner-centered environment because the instructional materials were tied directly to the students' real-life experiences. Consequently, the CTL framework serves as an effective pedagogical tool to optimize student engagement in Social Studies education.

Keywords

Contextual Teaching Learning Learning Activeness Social Studies Classroom Action Research Student Participation

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How to Cite
Sholehah, F. S., Wijaya , S. A., & Susilo , D. K. (2026). Implementation of Contextual Teaching and Learning (CTL) Model to Improve Students’ Learning Activeness in Social Studies at SMP Negeri 1 Tempurejo. Golden Ratio of Mapping Idea and Literature Format, 6(4), 45–55. https://doi.org/10.52970/grmilf.v6i4.2661
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