Dorhayani Sinaga, 071188730008. The Effectiveness of Mathematics Learning With Contextual Approach for Grade VIII in SMP Negeri 2 Rantau Selatan Rantauprapat. Thesis. Medan: Post Graduate Program, State University of Medan, August 2009.
Learning mathematics conventionanally is a paradigm where the teacher just focused the target to the result of study that can be seen and measured. Students were passive and just received everything from the teacher without giving any response. On the contrary, the teacher was inclined to transform the information as much as possible. Therefore, the students faced some difficulties in understanding the concept, principe, and the rules were given. Besides, they also couldn’t apply their knowledge because they got difficult to adopt their knowledge to their study’s circumstances. As a result, mathematics became useless for them. This situation caused the achievement of mathematics learning in Indonesia became lower and lower.
The ability of problem solving is a basic ability that have students in learning mathematics. In fact, the ability of problem solving in mathematics don’t be an important in learning mathematics in now. One of learning approchement that possible the students are able to improve their activeness and creativeness in studying mathematics is contextual approach. It will make mathematics learning more useful because it emphasizing the ability to solve the problems. In contextual approach, students are guided to correlate the subject matter that has been taught with the students’ real situation and support them to make a relationship between their knowledge with their daily life. Learning mathematics effective if it’s process guide real context in daily life’ students.and the students actively in organization, discovery of knowledge
This research’s aim were; (1) Describe mastery of the student’s ability classically in study criteria, (2) Describing the student’s activity degree in contextual learning, (3) Describing the teacher’s ability in managing contextual learning, (4) Describing student’s response toward contextual learning components and process, (5) knowing the ability of problem solving who followed contextual learning is better then the student who followed conventional learning by using inferential statistic analysis.
This research was a quasi experimental research began with the development learning component using to 4-D Model (Four D model), consisted of; Lesson Plan (RPP), Teacher’s Book (BG), Student’s Book (BS), Student’s Worksheet (LKS), and Problem Solving test (Polya). The population of this research was grade VIII students of SMP Negeri 2 Rantau Selatan Rantauprapat, involved six classes and two classes were used the sample of the study selected randomly from the population. Class VIII 1 became experiment class using contextual learning. And class VIII 6 as control class using conventional learning. Three instrument were used in this research: (1) Problem Solving Test, (2) Observation sheet student’s activities, (3) Observation sheet of teacher’s ability in managing the learning process.
The research began with trying-out learning component and instrument of the test. The result in of instrument test was high with α = 0,844, all of the questions (eight questions) were valid, sensitivity of the test around 0,34. Based on the level of difficulty it was found two problems were difficult and six problems were in the medium, and discriminant tests were good.
All of the data used in this research were analyzed by descriptive statistic analysis and inferential statistic analysis. The descriptive analysis was used to describe the mastery of student’s study activities in CTL describe the teacher’s ability in managing CTL, and describe the student’s response toward in CTL. The inferential statistic analysis used in this research was Covariance analysis to test theoretical hypothesis. The covariance analysis can be applied because the extrameous variable influenced significantly toward dependent variable (final test) qualifying for regression linear model in experimental group.
The result of research showed that CTL approach was effective in mathematics learning. The criteria effectiveness, such; (1) the mastery of the students in CTL was achieved, (2) Student activities in CTL were effective. (3) Teaching learning managing in CTL was good, (4) Students’ response on teaching components in CTL was positive, (5) The problem solving ability of students who followed in CTL was better than the problem solving ability of student who followed conventional teaching learning in three dimension plane geometry.Since contextual learning is effective in mathematics learning, it can be applied as an alternative way to teach mathematics in order to be innovative, especially in teaching three dimensional plane geometry.
Learning mathematics conventionanally is a paradigm where the teacher just focused the target to the result of study that can be seen and measured. Students were passive and just received everything from the teacher without giving any response. On the contrary, the teacher was inclined to transform the information as much as possible. Therefore, the students faced some difficulties in understanding the concept, principe, and the rules were given. Besides, they also couldn’t apply their knowledge because they got difficult to adopt their knowledge to their study’s circumstances. As a result, mathematics became useless for them. This situation caused the achievement of mathematics learning in Indonesia became lower and lower.
The ability of problem solving is a basic ability that have students in learning mathematics. In fact, the ability of problem solving in mathematics don’t be an important in learning mathematics in now. One of learning approchement that possible the students are able to improve their activeness and creativeness in studying mathematics is contextual approach. It will make mathematics learning more useful because it emphasizing the ability to solve the problems. In contextual approach, students are guided to correlate the subject matter that has been taught with the students’ real situation and support them to make a relationship between their knowledge with their daily life. Learning mathematics effective if it’s process guide real context in daily life’ students.and the students actively in organization, discovery of knowledge
This research’s aim were; (1) Describe mastery of the student’s ability classically in study criteria, (2) Describing the student’s activity degree in contextual learning, (3) Describing the teacher’s ability in managing contextual learning, (4) Describing student’s response toward contextual learning components and process, (5) knowing the ability of problem solving who followed contextual learning is better then the student who followed conventional learning by using inferential statistic analysis.
This research was a quasi experimental research began with the development learning component using to 4-D Model (Four D model), consisted of; Lesson Plan (RPP), Teacher’s Book (BG), Student’s Book (BS), Student’s Worksheet (LKS), and Problem Solving test (Polya). The population of this research was grade VIII students of SMP Negeri 2 Rantau Selatan Rantauprapat, involved six classes and two classes were used the sample of the study selected randomly from the population. Class VIII 1 became experiment class using contextual learning. And class VIII 6 as control class using conventional learning. Three instrument were used in this research: (1) Problem Solving Test, (2) Observation sheet student’s activities, (3) Observation sheet of teacher’s ability in managing the learning process.
The research began with trying-out learning component and instrument of the test. The result in of instrument test was high with α = 0,844, all of the questions (eight questions) were valid, sensitivity of the test around 0,34. Based on the level of difficulty it was found two problems were difficult and six problems were in the medium, and discriminant tests were good.
All of the data used in this research were analyzed by descriptive statistic analysis and inferential statistic analysis. The descriptive analysis was used to describe the mastery of student’s study activities in CTL describe the teacher’s ability in managing CTL, and describe the student’s response toward in CTL. The inferential statistic analysis used in this research was Covariance analysis to test theoretical hypothesis. The covariance analysis can be applied because the extrameous variable influenced significantly toward dependent variable (final test) qualifying for regression linear model in experimental group.
The result of research showed that CTL approach was effective in mathematics learning. The criteria effectiveness, such; (1) the mastery of the students in CTL was achieved, (2) Student activities in CTL were effective. (3) Teaching learning managing in CTL was good, (4) Students’ response on teaching components in CTL was positive, (5) The problem solving ability of students who followed in CTL was better than the problem solving ability of student who followed conventional teaching learning in three dimension plane geometry.Since contextual learning is effective in mathematics learning, it can be applied as an alternative way to teach mathematics in order to be innovative, especially in teaching three dimensional plane geometry.