THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING MODELS AND SOCIAL SKILLS ON STUDENT LEARNING OUTCOMES AT SD NEGERI 101788 MARINDAL I

This study aims to analyze: (1) the influence of Contextual Teaching and Learning Model is higher compared to Direct learning model; (2) The learning outcomes of PPKn students who have high social skills are higher than those with low social skills (3) the interaction between contextual teaching and learning models and social skills in influencing the learning outcomes of ppkn grade IV students. Quasi Experimental Design research with factorial 2x2. The instruments used are ppkn learning results test and Social Skills instrument. Data analysis using two-lane anava. The results showed: (1) There is an influence of Contextual Teaching and Learning model on the learning outcomes of students in grade IV of SD Negeri 101788 Marindal I; (2) The learning outcomes of ppkn students who have high social skills are higher than students who have low social skills; (3) There is an interaction between Contextual Teaching and Learning model and social skills towards student learning outcomes at SD Negeri 101788 Marindal I.

[2] PPKn. In the study of Pancasila and Citizenship Education there are two things that need to get the attention of teachers, namely equipping children with morals through the values contained in the five basic countries namely sila-sila pancasila and equip students with material related to academic school.
Saragi said constructivism in relation to the theory of play in art learning in children, and aims to explain in detail the nature of play for children and the nature of learning art for children (Saragi, 2014). Saekhan says that innovative, inspiring, and interactive learning processes defined through constructivism theory are defined as a process of knowledge building through a series of experiences (Muchith, 2008, p. 73). In organizing constructivism learning in PPKN subjects, the role of teachers is as motivators, mediators, and facilitators. Nevertheless, Mujiono stated that PPKn teachers are individuals who are burdened with academic obligations to help students actualize attitudes and behaviors in their daily lives. Therefore, the role of teachers is considered very important to direct students towards attitudes and behaviors that are in accordance with the values of PPKn. (Mujiono, 1992, p. 84) Based on the observations stated that the learning of PPKn grade IV at SDN101788 Marindal I. (1) Masihis not optimal. (2) Learning tends to still be teachercentered. (3) Teacher lacks the experience and context of the student's daily life so that most of the students are not active in the prisonn. (4) Learning and media innovations are also not well utilized by teachers. (5) Teachers are still teaching without applying new learning models or creative and interesting media. Teachers are a very important factor in determining the success of the learning process, therefore teachers must be able to increase students' learning motivation so that students play an active role in the learning process so that it is expected to achieve a good quality of education.
Based on the results of the documentation analysis showed, the value of the learning outcomes of grade IV studentsat SDN 101788 Marindal I in the last 3 years has not yet reached the Minimum Completion Criteria (KKM) that has been determined which 71 is. It is seen bbased on dataobtained from the Administration of SD Negeri 101788, that the average UAS value of grade IV students for PPKn subjects is as follows:  Odd  71  38  92  70  Even  71  36  83  70  3  2019/2020  Odd  71  40  90  65 Source: Grade V Students of SD Negeri 101788 Marindal I According to Purwanto (2011, p. 54) said that the learning outcome is a change in behavior that occurs after following the teaching and learning process in accordance with educational objectives. In line with that Winkel (2015, p. 51) said that the results of learning are changes that result in human beings changing in their attitudes and behaviors.

B. Method
This research was conducted at SD Negeri 101788 Marindal I, in the even semester of the 2020/2021 school year, namely in October to November 2020. The school has been accredited B and the school facilities are good enough to support, and the research with the same title has never been done at the school. Learning is conducted online using WhatsApp Application.
Population and samples in this study are all students of grade IV SD Negeri 101788 Marindal I as many as 54 students who are in 2 classes, IV-A as many as 27 students and IV-B as many as 27 students. Yang into experimental class is class IV-A by applying contextual teaching and learning model, while class IV-B as a control class that is taught using direct learning model. The variable applied in this study is a free variable is a variable that affects something that is the cause of the change or the onset of bound variables (Sugiyono, 2017). The free variables in this study are the learning model (X1) and social skills (X2). Bound variables are variables that are affected or that are caused by the presence of free variables. The variables tied in this study are the learning outcomes of student PPKN (Y).

C. Finding and Discussion
Finding Measurement of student learning outcomes using pretest and postest with the same problem but different test spread time span. Measurement of students' social skills using questionnaire sheet instruments. Pretests, postes and questionnaires were given to each student in two experimental classes, namely grade IV-A which consisted of 27 students and grade IV-B which amounted to 27 students. The results of interactions between learning models and social skills in influencing student ppkn learning outcomes can also be presented in the form of graphs. The following figure shows a graph of the interaction between the learning model and the student's social skills.

Interaction between Learning Models and Social Skills
From the curve, theresult of interaction between the direct learning model   2. During the distance learning process, many students have difficulty when doing online learning. That is, internet access is inadequate and if the weather is bad the students have problems with the signal that is disturbed so that in the process of following the learning activities the students become out of focus.
3. In addition, there are some students still accompanied by parents in the distance learning process, because some of these students do not know from the use of WhatsApp Group in the distance learning process.
4. At each meeting it is still very lacking to implement the steps of the CTL learning model especially in group discussion sessions. That causes not all groups to have the opportunity to expose the results of their group work.
5. In the collection or delivery of assignments sent, there are still many students who are late to send it caused by various problems, namely unsupportive networks, up to students who still do not understand in the kingdom of the problem given by the teacher.
6. The limitations of research that cause the rejection of alternative hypotheses are caused by several things, namely relatively short research time and distance learning.
7. This research sample is only from 1 school (SDN No. 101788 Marindal 1) so the results of the study are not necessarily in accordance with other schools or other areas that have different characteristics.

D. Conclussion
From the findings and discussion of this study can be concluded as follows: 1. Students' social skills taught using contextual teaching and learning models are higher than those taught using the direct learning model.
2. Student PKn learning outcomes taught using the CTL model are higher than those taught using the Direct learning model. Arends, R. (2007). Learning to Teach: Belajar untuk Mengajar. Yogyakarta: Pustaka Pelajar.