ANALISIS KEMAMPUAN PENALARAN MATEMATIKA SISWA SMP MELALUI PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUAL

This Research bent on to express difference and ability improvement reasoning student mathematics bases study factor and ability factor early mathematics, know interaction between study approach and ability early mathematics to ability reasoning student, and deskription pattern of student answer and student attitude to mathematics with kontekstual approach. Population in research is all class students VIII SMP at school with category B in district Samadua, hereinafter at random selected two classes with rule one for kontekstual class and one class for conventional class. Instrument that used consist of test ability reasoning mathematics, questionnaire of attitude scale and sheet of study activity observation. Instrument is referred expressed has been up to standard content validity. Coefficient reliabilitas as high as 0,87 for tes ability reasoning mathematics. Data Analysis is conducted with Uji t and analysis varians two bands (ANAVA). The result of research shows: (1) Difference of ability improvement reasoning student mathematics that use approach kontekstual in significant higher compared to student that use conventional approach bases study factor and ability early student mathematics (high, medium, low); (2) Ability reasoning student mathematics that getting the study with approach kontekstual in significant higher than student that getting the study with conventional approach; (3) Ability reasoning student mathematics that get study with approach kontekstual in significant higher compared to conventional approach bases ability early mathematics; (4) No existed interaction between study approach and ability early mathematics to ability reasoning student mathematics; (5) Answer Pattern test ability reasoning student mathem atics that get study with approach kontekstual more varies from student that get study with conventional approach; (6) Student Attitude tends to positive to mathematics by using approach kontekstual. Base this research result can be concluded that approach kontekstual is correct approach, in the effort improve ability reasoning student mathematics, to teacher suggested that approach kontekstual is solution and alternative in improving ability reasoning mathematics.