PENGARUH IMPLEMENTASI PENDEKATAN PEMBELAJARAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR MATEMATIKA DENGAN KOVARIABEL KEMAMPUAN NUMERIK PADA SISWA KELAS VI SDN DI GUGUS SUKAWATI 1

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran kontekstual terhadap prestasi belajar matematika dengan pengendalian kemampuan numerik. Penelitian ini merupakan kuasi eksperimen dengan menggunakan rancangan Single Factor Independent Group Design With Use of Covariate. Populasi dalam penelitian ini adalah siswa kelas VI sekolah dasar di Gugus Sukawati I pada tahun ajaran 2014/2015 dengan melibatkan sampel sebanyak 100 orang siswa. Data prestasi belajar matematika diperoleh dengan tes prestasi belajar matematika dan data kemampuan numerik dikumpulkan dengan tes kemampuan numerik dimana masing-masing berupa pilihan ganda. Data dianalisis dengan statistik deskriptif, ANAVA satu jalan, dan ANAKOVA satu jalan. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan pembelajaran kontekstual dan siswa yang mengikuti pembelajaran dengan pendekatan pembelajaran konvensional, (2) terdapat perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan pembelajaran kontekstual dan siswa yang mengikuti pembelajaran dengan pendekatan pembelajaran konvensional setelah kemampuan numerik dikendalikan, dan (3) kontribusi kemampuan numerik terhadap prestasi belajar matematika sebesar 61,5%.
Kata Kunci : kemampuan numerik, pendekatan kontekstual, prestasi belajar

This study was aimed at investigating the effect of contextual learning approach toward students’ mathematics learning achievement with numerical competece as the controlled variable. This study was a quasi-experiment with a single factor independent group design with use of covariate. The population of the study was the sixth graders of elementary schools in Cluster Sukawati 1 in Academic Year 2014/2015, and 100 students were invloved as the sample of the study. Data on mathematics learning achievement were obtained by using a mathematics learning achievement test, and data on numerical competence were obtained by using a numerical competence test. Both of the tests were multiple choice tests. The data were analyzed by using descriptive statistics, one-way ANOVA, and one-way ANCOVA. The results of the study indicate that: (1) there is a difference in mathematics learning achievement between the students learning under the contextual learning approach and those learning under the conventional learning approach, (2) there is a difference in mathematics learning achievement between the students learning under the contextual learning approach and those learning under the conventional learning approach after the numerical competence is controlled, and (3) the contribution of numerical competence toward mathematics learning achievement is 61.5 %.
keyword : numerical competence, contextual learning approach, learning achievement