PENINGKATAN KUALITAS PBM MELALUI PEMBELAJARAN IPS BERBASIS PENDIDIKAN MUTIKULTURAL DENGAN CONTEXTUAL TEACHING AND LEARNING DI SMP NEGERI 19 SURAKARTA

This research aims to improve the quality of teaching-learning Multicultural Education-based Social Science using Contextual Teaching and Learning in SMP Negeri 19 Surakarta. This research was conducted using a classroom action research method. This research consists of some actions aiming to improve the Multicultural Education Based-Social Science Teaching-Learning using Contextual Teaching and Leaning in SMP Negeri 19 Surakarta. The subject of the research was the VIII graders of SMP Negeri (Public Junior High School) 19. Meanwhile the object was Teaching-Learning Process, including: teacher's teaching activity, student's learning activity, and learning circumstance. The approach used was participatory collaborative approach between the researchers, teachers, and students, so that there was sharing occurring in activity stage. This research was reflective in nature, meaning to improve the rational steadiness of action undertaken. This research was carried out using cycles encompassing four stages: planning acting, observing, and reflecting. This research was done in two cycles: the first cycle as the implementation of action, and the second cycle as the improvement. The problem of the research was the low quality of Social Science Teaching- Learning Process, because of the teacher's low teaching skill. It was characterized by: the teachers, who were less capable of making teaching preparation, less mastery on the material, teaching without material development, monotonous teaching method, less capability of implementing the learning procedure, and teachers' less capability of establishing harmonic relationship. The teachers' low teaching skill leads to the students' low learning activity. To improve the quality of learning, the researchers took some measures (actions): discussion about the essence of Social Science learning, in which the multicultural values are also discussed; discussion about learning models, particularly contextual teaching and learning; training of learning implementation plan develop-ment; and holding learning model course in the form of peer teaching. After those measures were taken, and the results were implemented in teaching learning process, the quality of teaching- learning process improves from one cycle to another. It could be seen from: the improvement in the learning implementation of plan development skill, in the capability of implementing Social Science learning using CTL, and capability of instilling the multicultural values. The improvement of teaching-learning quality process leads to the improvement of students' learning activity and learning circumstance