IMPLEMENTATION OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL IN INCREASING LEARNING MOTIVATION WITH SELF-REGULATED LEARNING AS A MODERATING VARIABLE

Abstract

This study aims to examine the effect of implementing the Contextual Teaching and Learning (CTL) model on improving student learning motivation by looking at the role of SRL in supporting or moderating the effect of both. This study is a quasi-experimental study using a 2x3 factorial design. In this design, data on student learning motivation was obtained through a questionnaire taken from the Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, to measure the level of students' self-regulated learning, an instrument from the Development and Validation of Academic Self-Regulated Learning Questionnaire (ASLQ) was used. To test the effect between the dependent and independent variables and the effect of the moderating variable, a data analysis technique was used, namely two-way analysis of variance (Two-Way Anova). The subjects in this research comprised students in classes XD and XE at Edu Global School High School.  The findings revealed that the CTL learning model was able to increase student learning motivation compared to the conventional learning model. The positive effect of CTL on learning motivation was strengthened by the support of Self-Regulated Learning (SRL). With good SRL, students can manage their learning process independently, set goals, and organize learning strategies, making learning more effective and significantly increasing learning motivation.