This research is motivated by the lack of student motivation in learning science, especially the simple teaching material plane. Conditions monotonous field of learning, making students feel bored and tend to focus only on the course so that the teacher thought the student was not optimal.
Purpose of this study is to determine the students' motivation and learning outcomes of students when usingapproach ContextualTaeching and Learning (CTL). The research method used was action research, expected by some form of research that is reflective by CTL measures in order to improve and increase students' motivation in learning science in elementary school.
Results showed in the first cycle of students who have sufficient motivation 40, 62%, of students who have a good motivation to 31.25%, and students who have a very good motivation to 28.13%. In the second cycle was significantly increased student motivation enough 18.75%, of students whose motivation is either 43.75%, a very good student motivation and 37.50% in the third cycle students who have sufficient motivation 3.12%, good motivation 34.37%, and 62.50% very good motivation. In addition to increasing learning motivation learning outcomes also increased from the data is evident from the results of the study with an average yield obtained in the first cycle is 65.93, which is 79.06 in the second cycle and the third cycle is 84.37. Thus, students' motivation in learning science using the C approachontextual Teaching and Learning (CTL) has increased well.
Keyword : Contextual Teaching and Learning (CTL), Motivation