PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN AWAL SISWA SMP N 1 SUKAWATI
Abstract
Penelitian ini bertujuan untuk mengetahui: (1) apakah aktivitas belajar siswa dalam pembelajaran matematika yang mengikuti pembelajaran kontekstual lebih baik dari pada aktivitas belajar siswa yang mengikuti pembelajaran konvensional ditijau dari kemampuan awal siswa (2) apakah prestasi belajar siswa dalam pembelajaran matematika yang mengikuti pembelajaran kontekstual lebih baik dari pada prestasi belajar siswa yang mengikuti pembelajaran konvensional ditijau dari kemampuan awal siswa (3) apakah terdapat interaksi antara pembelajaran dan kemampuan awal (tinggi dan rendah) siswa terhadap aktivitas belajar matematika siswa (4) apakah terdapat interaksi antara pembelajaran dan kemampuan awal (tinggi dan rendah) siswa terhadap prestasi belajar matematika siswa. Penelitian ini dilaksanakan di SMP Negeri 1 Sukawati, dengan populasi seluruh siswa kelas VII tahun ajaran 2015/2016 yang banyaknya 314 siswa. Jenis penelitian adalah eksperimen semu (quasi eksperiment), dengan rancangan penelitian faktorial 2x2. Pengambilan sampel dilakukan dengan teknik random sampling. Data aktivitas belajar dikumpulkan dengan lembar observasi, data prestasi belajar dan data kemampuan awal siswa dikumpulkan berturut-turut melalui tes prestasi belajar dan tes awal dalam bentuk tes essay. Data dianalisis menggunakan analisis deksriptif dan uji hipotesis menggunakan ANAVA selanjutnya dilakukan uji Dunnet untuk melihat variabel yang lebih unggul. Hasil penelitian menunjukkan bahwa: (1) aktivitas belajar matematika siswa yang mengikuti Pembelajaran kontekstual lebih baik dari pada siswa yang mengikuti pembelajaran konvensional ditinjau dari kemampuan awal (2) prestasi belajar matematika siswa yang mengikuti pembelajaran kontekstual lebih baik dari pada siswa yang mengikuti pembelajaran konvensional ditinjau dari kemampuan awal (3) terdapat interaksi antara pembelajaran dan kemampuan awal (tinggi dan rendah) siswa terhadap aktivitas belajar matematika (4) terdapat interaksi antara pembelajaran dan kemampuan awal (tinggi dan rendah) siswa terhadap prestasi belajar matematika.
Kata Kunci : Kontekstual, Aktivitas, Prestasi, Kemampuan Awal
This study was aimed to find out: (1) is student activities in mathematics learning with Contextual Teaching and Learning were better than the student activities with conventional learning in term of the student early abilities. (2) is students achievements in mathematics learning with Contextual Teaching and Learning were better than the student achievements with conventional learning in term of the student early abilities. (3) whether there is interaction between learning and the student abilities (low and high) towards the student activities in mathematics learning. (4) whether there is interaction between learning and the student abilities (low and high) towards the student achievements in mathematics learning. The study was conducted at the “SMP N 1 Sukawati”, involving a total number of 314 students at class VII in 2015/2016. This type of research was a quasi experiment with a 2x2 factorial design study. The sampling was done by applying random sampling technique. The data of learning activity was collected by observation sheets, learning achievement data and initial ability data of student. They were collected successively through learning achievement test and the initial test by giving the form of essay test. The data were analyzed by using descriptive analysis and hypothesis testing, namely ANAVA. Then, they were given Dunnet test to see the superior variables. The results showed that: (1) the activity of learning mathematics student who take contextual teaching and learning is better than the student who take the conventional learning in terms of the initial ability (2) The mathematics achievement of student who take contextual teaching and learning is better than the student who take the conventional learning in terms of the initial ability (3) there is an interaction between learning approach and the initial ability (high and low) student activities mathematics learning. (4) there is an interaction between learning approach and the initial ability (high and low) student achievement mathematics learning.
keyword : Contextual, Activity, Achievement, Initial ability
Kata Kunci : Kontekstual, Aktivitas, Prestasi, Kemampuan Awal
This study was aimed to find out: (1) is student activities in mathematics learning with Contextual Teaching and Learning were better than the student activities with conventional learning in term of the student early abilities. (2) is students achievements in mathematics learning with Contextual Teaching and Learning were better than the student achievements with conventional learning in term of the student early abilities. (3) whether there is interaction between learning and the student abilities (low and high) towards the student activities in mathematics learning. (4) whether there is interaction between learning and the student abilities (low and high) towards the student achievements in mathematics learning. The study was conducted at the “SMP N 1 Sukawati”, involving a total number of 314 students at class VII in 2015/2016. This type of research was a quasi experiment with a 2x2 factorial design study. The sampling was done by applying random sampling technique. The data of learning activity was collected by observation sheets, learning achievement data and initial ability data of student. They were collected successively through learning achievement test and the initial test by giving the form of essay test. The data were analyzed by using descriptive analysis and hypothesis testing, namely ANAVA. Then, they were given Dunnet test to see the superior variables. The results showed that: (1) the activity of learning mathematics student who take contextual teaching and learning is better than the student who take the conventional learning in terms of the initial ability (2) The mathematics achievement of student who take contextual teaching and learning is better than the student who take the conventional learning in terms of the initial ability (3) there is an interaction between learning approach and the initial ability (high and low) student activities mathematics learning. (4) there is an interaction between learning approach and the initial ability (high and low) student achievement mathematics learning.
keyword : Contextual, Activity, Achievement, Initial ability
DOI: https://doi.org/10.23887/jppm.v5i1.2200
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