In the implementation of learning in schools to increase students' motivation to learn, there are many obstacles and obstacles, even more so in physics subjects that demand so many concept achievements that result in poor learning motivation. Learning motivation can be influenced by two factors, namely internal and external factors. Internal factors are abilities that come from students, which include intelligence, talents, interests, motivations and emotions, while external factors come from outside, including family circles, schools, and communities. Among the three environments the most influential is the school environment such as teachers, learning facilities and classmates. 

In the teaching and learning process, the teacher must have a strategy so that students can learn effectively and efficiently and hit the expected goals. One of the steps to have that strategy, the teacher must master presentation techniques, or usually called teaching methods. Each material to be delivered must use the right method. 

From the description above, one of the efforts that can be made to increase student learning motivation is a contextual approach. Contextual approach in learning known as Contextual teaching and Learning (CTL) is a learning concept that helps teachers to relate teaching materials to students' real world situations, which encourages students to make connections between the knowledge learned and its application in students' lives as family members and Public [1]. Contextual Teaching and Learning (CTL) Approach is an approach which helps students understand what they are learning by connecting their subject with their lives' context [2]. CTL approach emphasizes students' interest and experiences, so the students are easy to understand the material [3].

From this concept, it is expected that learning outcomes will be meaningful. The learning process will take place naturally in the form of student work and experience activities, not just a transfer of knowledge from teacher to student. From some of the problems raised by researchers in problem identification, researchers are interested in solving problems about the lack of student motivation in learning physics, especially in the matter of Quantities and Units. To solve these problems, the researchers applied Contextual Learning Strategies.        

Theoretical Basis 

Definition of Learning: According to Hamalik [4] "Learning is a process of changing individual behavior through interaction with the environment". Furthermore, Sanjaya [5] also describes that: "Learning is not just gathering knowledge, learning is a mental process that occurs within a person, causing behavioral changes to emerge. This activity occurs because of the conscious interaction of the individual with the environment. Learning is a business process carried out by a person to obtain a new change in behavior as a whole, as a result of his own experience in interaction with his environment. There are several characteristics of behavior change in terms of learning, namely: (a) Changes occur consciously, (b) Changes in learning are positive, continuous and functional (c) Changes in learning are positive and active (d) Changes in learning are not temporary (e) Changes in purposeful or directed learning (f) Change covers all aspects of behavior. 

Learning is a business process carried out by a person to obtain a new behavior change as a whole, as a result of his own experience in interaction with his environment. Learning is a change in behavior, in that change can lead to better behavior, but there is also the possibility of leading to worse behavior. Change occurs through practice or experience over a long period of time. These changes are caused by motivation, fatigue, adaptation, sharpness of attention, usually only temporary. Behavior that changes due to learning involves various aspects of personality, both physical and psychological, such as changes in understanding problem solving, skills, skills, or habits or attitudes. Based on some of the opinions above, it can be concluded that learning is a process of change in a person's self through several stages to become better.

The Nature of Learning Physics 

Physics as one of the subjects in the science (IPA) or exact sciences group which includes a means of scientific thinking is very necessary to develop the ability to think logically, systematically, rationally, carefully, honestly, efficiently, effectively and critically in students to support their learning success in their education. Even physics is needed by everyone in everyday life. 

Learning physics is basically a process that is directed at one goal. The purpose of learning physics in terms of cognitive is the transfer of learning that can be seen from the ability of students to functionalize physics material both conceptually and practically. Conceptually it is intended to be able to study physics further, while practically it is intended to determine physics material in solving physics problems in everyday life and in other fields. 

The Ministry of National Education [6] explains the objectives of learning physics, namely: 

• Train ways of thinking and reasoning in drawing conclusions, for example through investigation, exploration, experimentation, showing similarities, differences, consistency and incontinence

• Develop creative activities that involve imagination, intuition, discovery by developing divergent, original thoughts, curiosity, making predictions and guesses, and experimenting

The term learning was introduced as a substitute for the term teaching. In English there is only one term for both (learning and teaching) namely instruction. This term is heavily influenced by the flow of holistic-cognitive psychology which emphasizes students as a source of activity. Teaching is part of learning (instruction), where the teacher's role is more emphasized on how to design or arrange various sources and facilities available for use or use by students in learning something. Learning is a two-way communication process, teaching is carried out by the teacher as an educator, while learning is carried out by students or students. 

Learning is an activity related to the teaching and learning process. Learning activities are efforts made by teachers so that students learn. This activity is planned and directed so that optimal learning outcomes are obtained in accordance with the ability of the teacher and are also influenced by motivation and the environment in which the learning activities are carried out. Learning needs to empower all potential learners to master specific competencies and behaviors so that each individual is able to become a lifelong learner and create a learning community [6]. The learning shows the students' efforts to learn the subject matter as a result of the teacher's treatment. Here it is clear, the learning process carried out by students is not possible without the treatment of the teacher. The only difference lies in its role.

Understanding the CTL Approach 

Contextual Teaching and Learning (CTL) is just a learning strategy, as is the case with other learning strategies. In its development, CTL was developed with the aim of making learning run more productive and meaningful, which can be carried out without having to change the existing curriculum and order. That the Contextual Teaching and Learning (CTL) approach is a concept that emphasizes the interrelationship between learning material and the real world, so that students are able to connect and use the competencies of learning outcomes in everyday life. The CTL model is suitable to be applied in science learning, since science learning not only memorizes but also requires an understanding and application in daily life [7]. CTL is expected to make easier for students to understand the subject matter so that it can improve learning outcomes [8].

The CTL approach is one of the concepts that helps teachers in producing teaching. This is in accordance with the understanding in the Ministry of National Education [6] which states that: "The Contextual Teaching and Learning (CTL) approach is a learning concept that helps teachers relate the material being taught to the students' real-world situations and its application in their lives as family members and society". 

Starting from the above understanding, it can be analyzed that with the CTL approach learning can be beneficial for students, because the learning process takes place naturally in the form of student activities working and experiencing instead of transferring knowledge from teacher to student. Furthermore, in the process, the CTL approach prioritizes teaching strategies rather than results. 

The Ministry of National Education [6] explains that the CTL approach is based on the following tendencies in thinking about learning: 

Learning Process

• Learning is not just memorizing. Students construct knowledge in their own minds

• Children learn and experience. Children note meaningful patterns of new knowledge for themselves, and are not simply given away by the teacher

• Experts agree that a person's knowledge is organized and reflects a deep understanding of an issue (subject meter)

• Knowledge cannot be separated into separate facts or propositions, but reflects skills that can be applied

• Humans have different levels of responding to new situations

• Students need to get used to solving problems, finding something useful for themselves, and struggling with ideas

• The learning process can change the structure of the brain. Changes in the structure of the brain go hand in hand with the development of a person's knowledge and skills organization. For this reason, it is necessary to understand that learning strategies that are wrong and continuously run will affect the way a person behaves

From the description above, it is clear that the CTL approach prioritizes and prioritizes strategies rather than learning outcomes. Where in the context, students are more required to understand what learning means, what the benefits, in what status they are and how to achieve it, so that they can position themselves as themselves who need a provision for their life later.

The Concept of Student Learning Motivation 

Motivation is the basic drive that moves a person to behave. This urge resides in someone who moves him to do something that is in accordance with his inner urge [9]. According to Mc. Donald in Hamalik [4] motivation is a change in energy in a person's personal which is characterized by the emergence of feelings and reactions to achieve goals. From some of the opinions above, it can be concluded that the notion of motivation is an encouragement to a person to achieve the desired goal. 

Relevant Research Studies 

Relevant research results are systematic descriptions of research results that have been stated previously related to the research to be carried out. As a comparison in this study, the researcher will describe the results of previous studies. Physics is considered a lesson that can be used to solve problems, remember formulas, and generate new ideas. Student self-confidence can lead to student effectiveness in learning physics. The learning process can be influenced by students' conceptual understanding in receiving teaching materials. The tendency of the learning process is still low due to the implementation of conventional learning. Therefore, to improve students' understanding of concepts in receiving teaching materials, it can be done through a contextual approach. Based on the results of the research above, it can be concluded that the learning process that aims to increase students' learning motivation can be carried out with several different actions and methods according to the conditions and situations of students. Involving students actively in the physics learning process and linking physics problems with concrete things is very important because we know that concepts in physics are abstract, while students generally think from concrete things to abstract things.

Framework of Thinking 

In the initial condition, the tenth grade students of BNKP Gunungsitoli Christian High School had low motivation to learn physics. This is because teachers are still not optimal in utilizing learning strategies. Choosing the right strategy can increase motivation to learn physics. One of the active learning that can increase the motivation to learn physics is a contextual learning strategy. 

The procedure for contextual learning strategies is (1) Constructivism (Constructivism), (2) Finding (inquiry), (3) Asking (questioning), (4) Learning community (learning community), 5) Presenting models as examples of learning, (6) Reflection (reflection), (7) The actual assessment (authentic assessment). The final condition is expected with the use of contextual learning strategies in the teaching and learning process can increase motivation to learn physics, so that students will meet satisfactory learning achievements. In carrying out this research, the researcher planned the research in 2 (two) cycles. Based on the results of observations, interviews, results of questionnaires about motivation and reflection, if the previous cycle has not reached the 75% increase in students' motivation to learn physics, the next cycle is planned. And if it has reached the target of increasing motivation that has been set, the research findings are formulated.

This type of research is Classroom Action Research (CAR). CAR is a research conducted by a classroom teacher at the school where he teaches with an emphasis on improving or improving the learning process and practice. Classroom action research is one of the important duties of teachers to do in parallel with learning management to develop themselves and students systematically [10]. 

Classroom action research-based instruction defined as the teaching and learning process by emphasizing that the research process has two related parts which are the research process and the research result [11]. Therefore, the classroom action research-based instruction can be both the use of the research processes and/or research results in teaching and learning [12]. 

This research was conducted through a collaborative process between physics teachers, school principals and researchers. CAR is a problem solving activity that is characterized by cycles and is reflective starting from (1) planning (planning), (2) implementing actions (action), (3) collecting data (observing) and (4) analyzing data or information to focus on the extent of strengths or weaknesses the action. As the object of research or the object of action in this research is the process of learning contextual learning strategies and increasing student motivation. 

Research Subject

In this study, the researcher was a physics teacher who acted as the subject who gave the action. All students of class X semester 1 of BNKP Christian Private High School in 2020/2021 as research subjects who received 20 (twenty) actions. The researcher was assisted by a physics teacher partner as an observer. 

Research Process

Cycle I: In the first cycle, the learning process was carried out for 1 meeting. Each meeting is conducted using a Contextual Teaching and Learning approach where the steps of the learning process are listed in the lesson plans (attached). During the first cycle, the subject teacher as an observer filled out the observer sheet according to the learning steps carried out. At the end of the first cycle meeting, a questionnaire was given to students to measure their motivation to learn. From the results of the questionnaire and the observation sheet, it is illustrated how far students' learning motivation in physics subjects is using contextual learning strategies. 

Cycle II 

Through a motivational questionnaire for learning physics in the implementation of cycle I, if it turns out that the results achieved have not reached the maximum results as previously expected, then proceed to the next cycle by not ignoring the steps in cycle I, as well as completing several things that are considered necessary.

Research Instruments 

To collect data in this study, the following research instruments were used: 

Observation Sheet 

Observation sheets are used to determine whether students during the learning process show high motivation by researchers in the classroom in accordance with the steps of the Contextual Teaching and Learning approach. The observation sheet in this study consisted of an observation sheet for students who were actively involved and an observation sheet for students who were not actively involved in the learning process. 

Questionnaire 

Questionnaire is a data collection technique that is carried out by distributing a list of questions to students to be answered. Questionnaires were used to obtain information about students' learning motivation as a result of the use of contextual teaching and learning.

Data Analysis Technique 

To process the data that has been collected, the researchers took the following steps: (a) Observation sheet (observation) student learning motivation This observation sheet is used to determine the state of student learning motivation when researchers conduct classroom learning according to the learning steps in the Contextual Teaching and Learning approach, which uses a linkert scale and is processed by the formula: 

Based on the categories and scores namely: SB = Very Good; score 4, B = Good; score 3, C = Enough; score 2, K= Less; score 1. Then determine the average value using the formula: 

Processing of Questionnaire Results

Motivation Questionnaire: This questionnaire is used to determine the extent of student learning motivation, compiled in the form of a questionnaire, where respondents are given several questions and choose one alternative answer, namely: very often; score 5, often; score 4, sometimes; score 3, less; score 2, never; score 1. Made based on the linkert scale. 

Questionnaire (questionnaire) is a data collection technique that is carried out by distributing a list of questions to students to be answered. Questionnaires were used to obtain information about students' learning motivation as a result of the use of contextual teaching and learning. 

Interview Sheet 

The interview guide sheet was used to ask students' opinions about the learning process through the application of the Contextual Teaching and Learning model.

Data Analysis Technique 

To process the data that has been collected, the researchers took the following steps: 

Student learning motivation observation sheet. 

Data from the observation sheet for students who are not actively involved in the learning process will be described in percent using the formula: 

In this case, the researcher has a target where the maximum percentage of observations is 5%. This is done by researchers because the smaller the percentage of observations of students who are not actively involved, the learning process is getting better. 

Data from observation sheets for students who are actively involved in learning are processed using the linkert scale. Based on the categories and scores, namely: SB = Very Good; score 4, B = Good; score 3, C = Enough; score 2, K = Less; score 1. Furthermore, data from student observation sheets in learning activities for each item are averaged using the formula: 

And described in percent by using the formula: 

In this observation, the researcher has a minimum target of 75.00%, with the intention that the greater percentage of observations, the better the learning process.

Research Setting

This research takes place at the BNKP Gunung Sitoli Christian Private High School. The research subjects were students of class X semester 1 of the 2020/2021 academic year, totaling 20 people. Before the research was conducted, the researcher first consulted with the Principal of the BNKP Gunung Sitoli Christian High School and the Principal gave permission so that this research could be carried out. This research was conducted through 4 stages, namely: planning, implementation, observation, and reflection. In conducting the research, the researcher collaborated with the physics subject teacher who acted as an observer during the research. Thus, the implementation of this research can run well and controlled and accurate and objective data is obtained as a basis for drawing conclusions or research findings. Research activities are carried out in accordance with the schedule for physics subjects, so that the physics subject teachers are always with the researchers so that they do not interfere with the schedules of other subjects.

Data Analysis 

Cycle I 

Meeting I: The data obtained at the end of the first cycle, as follows: 

• The average percentage of students who are not actively involved after deducting 100% is 30%

• The average percentage of students who are actively involved is 50%

• The average percentage of students' learning motivation questionnaire results is 86.11% classified as good

Based on the results of interviews from several students, information was obtained that students still have difficulty understanding and understanding the subject matter because they are not familiar with the Contextual Teaching and Learning model and the percentage of the group. Likewise with evaluation questions, some students are still difficult to work on and take a long time to work on. However, students also feel happy because they can exchange ideas with their group members and feel motivated to learn because they know examples of lessons in everyday life. 

Results of Reflection on the Implementation of Cycle I 

Based on the reflection results obtained through observation sheets, interviews, learning quality questionnaires, student learning motivation questionnaires, learning outcomes tests, and documentation, there are still deficiencies in the learning process in cycle I, so it is concluded that it is continued in cycle II. Weaknesses during the learning process in cycle I are: Students do not have the courage to present the results of group discussions because they are not used to presenting presentations representing groups. 

Not all group members participate because they depend on friends who can afford it. 

Students are less able to apply the concepts learned in solving the questions given because of the teacher's lack of explanation about the steps for solving problems by applying the concepts learned. 

The teacher is still not able to relate the subject matter to the real world of students.

Cycle II 

Meeting I: The data obtained at the end of cycle II are as follows

The average percentage of students who are not actively involved after deducting 100% is 3%. 

The average percentage of students who are actively involved is 87.50%. 

The average percentage of student learning motivation questionnaire results is 95.28%, which is very strong. Based on the results of interviews from several students, information was obtained that students can follow the lesson well because they are already getting used to learning with the Contextual Teaching and Learning model and the percentage of the group. Evaluation questions can also be done easily even though some students need a long time to do them. Students also feel happy because they can exchange ideas with their group members and feel motivated to learn because they know examples of lessons in everyday life. 

Results of Reflection on the Implementation of Cycle II 

Based on the reflection results obtained through observation sheets, interviews, learning quality questionnaires, student learning motivation questionnaires, learning outcomes tests, and documentation, the learning process and learning outcomes have changed for the better. Where, the average of students who are actively involved is 87.50%, so it can be concluded that in the second cycle has achieved the expected target. The learning process that has changed according to the researchers occurs, because of improvements in the learning process through the Contextual Teaching and Learning model. In addition, students have experience with the learning process in cycle I, so that it becomes experience in following the learning process carried out by researchers in cycle II. 

Based on the results of research that has been carried out on increasing students' learning motivation in physics subjects through the application of contextual learning strategies for odd semester X grade students at the BNKP Gunungsitoli Christian High School, it can be concluded as follows: 

• Contextual learning strategies can increase students' motivation to study physics in class X Christian Private High School BNKP Gunungsitoli. This can be seen from the results of the learning motivation questionnaire where in the first cycle the level of student learning motivation reached 61.75% or sufficient category but in the second cycle the student's motivation reached 82.5% or good category

• To support increasing student motivation in physics subjects by applying contextual learning strategies, several actions must be taken as an effort to overcome weaknesses/problems that occur during the learning process, among others, teachers should: 

• Comply with and optimize the application of contextual learning strategy learning steps

• Improve the enforcement of discipline or student learning contracts

• Increase supervision of students during group work

• Increasing the provision of stimulus to students in the form of awards for student participation in learning. 

• Creating a more intimate atmosphere between teachers and students

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