PERAN GURU IPS DALAM MENGGUNAKAN METODE CONTEXTUAL TEACHING AND LEARNING MATERI INTERAKSI SOSIAL SISWA DI MTSN 9 BLITAR

Abstrak

Pembelajaran IPS memiliki peran penting dalam mengembangkan pemahaman sosial, kemampuan berpikir kritis, dan keterampilan berinteraksi peserta didik. Namun, pembelajaran yang masih berpusat pada guru sering menyebabkan siswa kurang aktif dan mengalami kesulitan menghubungkan konsep dengan kehidupan nyata. Penelitian ini bertujuan untuk menganalisis peran guru IPS dalam menggunakan Contextual Teaching and Learning (CTL) pada materi interaksi sosial, mengidentifikasi tantangan yang dihadapi selama implementasi, serta mendeskripsikan dampaknya terhadap peserta didik kelas VII di MTsN 9 Blitar. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru IPS berperan sebagai fasilitator, motivator, pembimbing, pengelola kelas, dan evaluator dalam penerapan CTL. Tantangan yang ditemukan meliputi rendahnya keaktifan sebagian siswa, kurangnya kepercayaan diri, kesulitan mengaitkan konsep dengan pengalaman nyata, serta kemampuan belajar mandiri yang masih terbatas. Meskipun demikian, penerapan CTL yang dipadukan dengan metode Teams Games Tournament (TGT) mampu menciptakan pembelajaran yang lebih aktif dan bermakna. Dampak yang dihasilkan meliputi peningkatan pemahaman materi, keaktifan belajar, kemampuan berpikir kritis, keterampilan sosial, motivasi belajar, serta kepercayaan diri peserta didik. Temuan ini menunjukkan bahwa CTL merupakan pendekatan yang efektif untuk meningkatkan kualitas pembelajaran IPS pada materi interaksi sosial.

Social Studies learning plays an important role in developing students’ social understanding, critical thinking skills, and social interaction abilities. However, teacher-centered learning often causes students to be less active and experience difficulties in relating concepts to real-life situations. This study aims to analyze the role of Social Studies teachers in implementing Contextual Teaching and Learning (CTL) in social interaction materials, identify the challenges encountered during its implementation, and examine its impact on seventh-grade students at MTsN 9 Blitar. This research employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña interactive model, which consists of data condensation, data display, and conclusion drawing. The findings revealed that Social Studies teachers played multiple roles as facilitators, motivators, mentors, classroom managers, and evaluators in the implementation of CTL. The challenges identified included students’ low participation, lack of self-confidence, difficulties in connecting concepts to real-life experiences, and limited independent learning skills. Nevertheless, the integration of CTL with the Teams Games Tournament (TGT) method successfully created a more active, meaningful, and engaging learning environment. The implementation of CTL positively impacted students by improving their understanding of social interaction concepts, learning participation, critical thinking skills, social skills, learning motivation, and self-confidence. These findings indicate that CTL is an effective approach for enhancing the quality of Social Studies learning, particularly in social interaction materials.