PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA MATERI HIMPUNAN PADA SISWA KELAS VII MTS SWASTA YAYASAN PERGURUAN ISLAMIYAH �

Roni, Faisal (2013) PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA MATERI HIMPUNAN PADA SISWA KELAS VII MTS SWASTA YAYASAN PERGURUAN ISLAMIYAH �. Undergraduate thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran Contextual Teaching and Learning (CTL) di kelas VII-1 MTs Swasta Yayasan Perguruan Islamiyah (YPI) – Batang Kuis dapat meningkatkan pemahaman konsep matematika siswa dalam materi Himpunan di kelas VII-1 MTs Swasta YPI – Batang Kuis Tahun Ajaran 2012/2013. Jenis penelitian ini adalah penelitian tindakan kelas (classroom action research). Subjek dalam penelitian ini adalah siswa kelas VII-1 MTs Swasta YPI – Batang Kuis yang berjumlah 24 orang. Tindakan dilaksanakan dalam dua siklus, masing masing siklus terdiri dari tiga pertemuan. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini berupa lembar observasi pelaksanaan pembelajaran matematika dengan penerapan model Contextual Teaching and Learning (CTL), angket respons siswa, wawancara terhadap siswa dan guru, tes tertulis, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran matematika dengan model pembelajaran Contextual Teaching and Learning (CTL) melalui tujuh prinsip yang ada didalamnya yakni Constructivism, Questioning, Modelling, Inquiry, Learning community, Authentic assessment, dan Reflection dapat meningkatkan pemahaman konsep matematika siswa. Hal ini ditunjukkan dengan rata-rata nilai siswa kelas VII-1 meningkat dari tes kemampuan awal sebesar 48,5 menjadi 68,33 pada siklus I dan 75,92 pada siklus II. Ketuntasan belajar siswa secara klasikal mencapai 62,5% pada siklus I, kemudian meningkat menjadi 83,33% pada siklus II. Selain itu, persentase nilai setiap indikator pemahaman konsep matematika telah mencapai kriteria tinggi pada akhir siklus II. Peningkatan rata-rata persentase nilai setiap indikator pemahaman konsep matematika dari siklus I ke siklus II yaitu : 1) menyatakan ulang sebuah konsep meningkat sebesar 7,09%; 2) mengklasifikasi objek menurut sifat-sifat tertentu sesuai dengan konsepnya meningkat sebesar 6,28 %; 3) memberi contoh dan bukan contoh dari suatu konsep meningkat sebesar 8,85%; 4) menyajikan konsep dalam berbagai bentuk representasi matematis meningkat sebesar 8,17%; 5) mengembangkan syarat perlu atau syarat cukup dari suatu konsep meningkat sebesar 6,25%; 6) menggunakan dan memanfaatkan serta memilih prosedur atau operasi tertentu meningkat sebesar 6,25%; 7) mengaplikasikan konsep atau algoritma pada pemecahan masalah meningkat sebesar 6,67%. Berdasarkan angket respons siswa terhadap pembelajaran matematika menggunakan Contextual Teaching and Learning (CTL), menunjukkan respon sangat baik dengan rata-rata persentase sebesar 84,31%.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorMukhtar, 19590807 198303 1 033
Call Number: 512.740 71 Ron p
Keywords: belajar; CTL; matematika; materi persamaan kuadrat; himpunan
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
Q Science > QA Mathematics
Q Science > QA Mathematics > QA440 Geometry. Trigonometry. Topology
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika
Depositing User: Mr Muhammad Iqbal
Date Deposited: 08 Apr 2016 08:34
URI: http://digilib.unimed.ac.id/id/eprint/10731

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