APPLICATION OF CONTEXTUAL LEARNING WITH THE INQUIRY METHOD TO IMPROVE MOTIVATION AND LEARNING OUTCOMES

Abstract

This research consists of two cycles, in which each cycle consists of stages of planning, implementation (action), observation, and reflection. Data collection was done by using tests, questionnaires, observation and documentation. Data analysis was carried out by quantitative and qualitative analysis. The application of the inquiry learning model through a contextual approach can increase students' learning motivation. Aspects of motivation include attention, relatedness, confidence / self-confidence, and satisfaction have increased between 3.54% to 11.41%. While the highest increase in the aspect of student confidence/confidence is 11.41%. The application of the inquiry learning model through a contextual approach can improve learning outcomes which include the cognitive, affective and psychomotor domains. Students experienced an increase in the cognitive domain of 10.27%, from 78.57% to 89.29%. Affective domain learning outcomes have increased between 7.89% to 10.53%. The highest increase is in the aspect of student cognition or belief of 10.53%. Whereas improvement in psychomotor domain between 27.27% to 40.91%. The highest increase was obtained from the aspect of relevance in explaining skills, which was 40.91%. The average value of the class also increased by 34.09%. In the psychomotor domain, which is measured through presentation and discussion activities, it shows skills at the highest hierarchical level of naturalization, students perform certain movements spontaneously or automatically in asking questions, responding to questions and explaining