Meaningfulness of Civic Education in Elementary Students with Models Contextual Problem Based

摘要

The purpose of this research to improve meaningfulness and learning outcomes of civic education in elementary student through contextual problem based learning model. This study uses an approach in action research. The research subjects are the public elementary student at the fifth grade. The data collection is done in ways that observation to process data using observation and interviews and document analysis as triangulation. Each end of the cycle is evaluated the impact of actions. The analysed data is mix method, which is reinforced by the results of assessment tests to learn civic education. This is evidenced by percentage, the first cycle is completed, that is 59.38%, increase in cycle II reached 80.63%. Meaningfulness of learning of student in accordance learning the syntax of contextual problem based learning model was reached 83% in the second cycle. The results of this study indicate that the learning outcomes of civic education in elementary student at the fifth grade increased with the using of contextual problem-based learning model other findings show that most students are more active and show interest in civic education.