MENINGKATKAN HASIL BELAJAR LOMAT JAUH MELALUI PENDEKATAN PEMBELAJARAN KONTEKSTUAL (Penelitian Tindakan Kelas pada Siswa Kelas VSDN III Pucanganom Wonogiri Tahun Ajaran 2015/2016)

Abstract: Okfian Setiaji. IMPROVING LEARNING RESULT OF LONG JUMP BY CONTEXTUAL TEACHING AND LEARNING: CLASSROOM ACTION RESEARCH AT FIFTH GRADE STUDENT SDN III PUCANGANOM WONOGIRI DISTRICT OF TEACHING YEAR 2015/2016. Skripsi, Faculty Teaching and Educatoin Science of Sebelas Maret University, July 2016. The purpose of this research is to understand the improvement of learning long jump by contextual teaching and learning. To achieve the research objective, researcher chosen SDN III Pucanganom, Wonogiri at district 2015/2016 for the resource. The subject is all fifth grade students amounted to 21 students and the research objection is to improve the learning result of long jump squat style by contextual teaching and learning. While this research is classroom action research type in collaborate with physical education teacher. The design of this research based on Kemmis and Mc Taggart model, include planning, action, observation, and reflection. Data collection technique used in this study done by observation, journal, self-rating, reciprocals-rating, and practicum-rating. The technique of analytical data in this research is analyze all collected data, neither quantitative data with statistic descriptive comparative (percentage) nor qualitative data with critical analysis. Based on the research result can be conclude by using contextual teaching and learning can improve: (1) the learning result of long jump squat style at first cycle is 67,57% (categories : sufficient) then at the second cycle the value increased to 85,1% (categories :good), it shows the improvement learning result of long jump squat style is 16,43%. (2) Student learning motivation at first cycle is 65,25%, then at the second cycle the value increased to 89,88%, which it means good categories. Keyword: Contextual teaching and learning, the learning result of long jump squat style, and student motivation learning