Penelitian bertujuan untuk mengetahui pengaruh, keterlaksanaan, respon dan minat baca peserta didik terhadap model pembelajaran CTL dengan strategi DRTA (Directed Reading Thinking Activity). Penelitian menggunakan metode Quasi Experimental Design dengan nonequivalent control group design dan dilaksanakan di SMPN 1 Socah materi Zat Aditif dan Adiktif. Teknik pengambilan sampel menggunakan purposive sampling sebanyak 2 kelas. Pengumpulan data menggunakan angket untuk minat baca, observasi keterlaksanaan, angket respon peserta didik. Teknik analisis data menggunakan uji t sampel bebas. Berdasarkan hasil penelitian dapat disimpulkan: (1) ada pengaruh model CTL dengan strategi (Directed Reading Thinking Activity) terhadap minat baca peserta didik dibuktikan dengan signifikansi uji hipotesis angket minat baca 0,000 < 0,05 dengan nilai t -2,006 > -4,256 < 2,006; (2) keterlaksanaan model pembelajaran CTL dengan strategi DRTA (Directed Reading Thinking Activity) sebesar 96% dengan kategori sangat baik; (3) respon peserta didik terhadap model pembelajaran CTL dengan strategi DRTA (Directed Reading Thinking Activity) sebesar 79,23% dengan kategori sangat baik; (4) minat baca peserta didik setelah diterapkan model pembelajaran CTL dengan strategi DRTA (Directec Reading Thinking Activity) memperoleh persentase 67% dengan kategori sangat baik.

The study aims to determine the influence, learning activity, response and reading interest of students towards of CTL learning model with the DRTA strategy (Directed Reading Thinking Activity). The study used the Quasi Experimental Design method with nonequivalent control group design at SMPN 1 Socah material Additive and Addictive substances. The sampling technique used purposive sampling with two classes. Data collection used questionnaires for reading interest, observation of learning activity, and student questionnaire responses. Data analysis techniques used independent sample t test. Based on the results of the study it can be concluded: (1) there is an influence of the CTL model with a strategy (Directed Reading Thinking Activity) on students reading evidenced by the significance of the reading interest questionnaire 0,000 <0,05 with t -2,006> -4,256 <2,006; (2) the leaening activity of the CTL learning model with the DRTA strategy (Directed Reading Thinking Activity) of 96% with very good categories; (3) the response of students to the CTL learning model with the DRTA strategy (Directed Reading Thinking Activity) are 79,23% with a very good category; (4) students interest in reading after applying the CTL learning model with the DRTA (Directec Reading Thinking Activity) strategy gained a percentage of 67% with a very good category.

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