Effectiveness of Contextual Learning Model In Improving The Learning Outcomes of Islamic Religious Education And Character of Class X Students of SMA NU Lemahabang, Cirebon Regency

Abstract

The conventional lecture method, which is teacher-centered, is often less effective in improving student learning outcomes. This study aims to analyze the effectiveness of the contextual teaching and learning (CTL) model in enhancing learning outcomes in Islamic Education and Character Development among high school students. The research employed a true experimental design with a control group pretest-posttest and a quantitative approach. The sample consisted of two randomly selected tenth-grade classes, designated as the experimental and control groups. Data were collected through observation and tests, and analyzed using descriptive statistics and hypothesis testing. The findings indicate that the experimental class achieved higher learning outcomes with an average N-gain of 0.33 (moderate category), compared to the control class with an N-gain of 0.24 (low category). Student learning activities categorized as on task reached 89.51%, while off task activities were 10.49%. An independent sample t-test revealed a significant difference between the two groups (Sig. 0.010 < 0.05). Thus, the contextual teaching and learning model is proven effective in improving student learning outcomes