Improving Students' Interest in Learning Economics Through TikTok Media with Contextual Teaching and Learning Model (A Case Study of Class XI MA Al-Mubarok Jember)

Abstract

Low interest in learning economics was identified among Class XI students at MA Al-Mubarok Jember, where classroom learning had been dominated by theoretical content, lectures, and conventional assignments. This classroom action research (CAR) aimed to improve students' interest in learning economics through the integration of TikTok media and the Contextual Teaching and Learning (CTL) model. The participants were 15 students in Class XI, representing the intact class involved in the action. The study followed the Kemmis and McTaggart cycle of planning, action, observation, and reflection and was implemented in two cycles. Data consisted of classroom observations, semi-structured interviews, and learning documentation, supplemented by a 1–4 rating scale for learning-interest indicators. Descriptive results showed that the proportion of students classified as having low learning interest decreased from 46.67% (7 students) in Cycle I to 20.00% (3 students) in Cycle II, while the proportion classified as high increased from 20.00% (3 students) to 33.33% (5 students). Using the classroom criterion that at least 80% of students should reach the predetermined completeness threshold, Cycle II reached 80.00% (12 of 15 students). These findings indicate an improvement in learning interest within this class across the two action cycles. Because the study used one intact class without a comparison group and the available manuscript does not report a pre-cycle baseline, the findings are interpreted as a classroom-level improvement associated with the implementation and refinement of the intervention, rather than evidence that TikTok–CTL alone caused the change.