Tujuan penelitian ini adalah untuk: mendeskripsikan keefektifan pendekatan CTL setting NHT dan TGT; membandingkan keefektifan pendekatan CTL setting NHT dan pendekatan CTL setting TGT ditinjau dari prestasi belajar, kemampuan komunikasi matematis, dan sikap matematika siswa SMP kelas VII dalam belajar bangun datar. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Untuk mengetahui keefektifan pendekatan CTL setting NHT dan TGT pada masing-masing variabel, digunakan uji one sample t-test. Selanjutnya, untuk membandingkan keefektifan pendekatan CTL setting NHT dan TGT, data dianalisis menggunakan uji T2 Hotteling’s. Jika terdapat perbedaan keefektifan, maka dilakukan uji lanjut t-univariat. Hasil penelitian menunjukkan bahwa: pembelajaran matematika menggunakan pendekatan CTL setting NHT dan TGT efektif ditinjau dari prestasi belajar dan sikap matematika siswa, namun tidak efektif ditinjau dari kemampuan komunikasi matematis; tidak terdapat perbedaan keefektifan antara pembelajaran menggunakan pendekatan CTL setting NHT dan pembelajaran menggunakan pendekatan CTL setting TGT ditinjau dari prestasi belajar, kemampuan komunikasi matematis, dan sikap matematika siswa. Kata Kunci: pendekatan CTL setting NHT, pendekatan CTL setting TGT, prestasi belajar, kemampuan komunikasi matematis, sikap matematika siswa The Comparison of the Effectiveness of CTL Approach of NHT Type and CTL Approach of TGT Type in Learning Planes AbstractThis research aims to: describe the effectiveness of teaching mathematics by using the CTL approach of NHT type and the CTL approach of TGT type; compare the effectiveness of the CTL approach of NHT type and CTL approach of TGT type in terms of mathematics learning achievement, mathematical communication ability, and mathematics attitude of 7th grade junior high school students in learning planes. This research is a quasi-experimental research with the pretest-posttest non-equivalent comparison-group design. To determine the effectiveness of the CTL approach of NHT type and CTL approach of TGT type on each variable, one sample t-test was used. Furthermore, to compare the effectiveness of the CTL approach of NHT type and CTL approach of TGT type, the data were analyzed using a multivariate test of T2 Hotteling’s. If there were differences in effectiveness, then further study of t-univariate was done to determine certain variables that contributed to the overall difference. The results showed that: the teaching of mathematics using the CTL approach of NHT type and using the CTL approach of TGT type are effective in terms of mathematics learning achievement and mathematics attitude, but is not effective in terms of mathematical communication ability; there is no difference between the effectiveness of teaching using the CTL approach of NHT type and teaching using the CTL approach of TGT type in terms of mathematics learning achievement, mathematical communication ability, and mathematics attitude. Keywords: CTL approach of NHT type, CTL approach of TGT type, mathematics learning achievement, mathematical communication ability, mathematics attitudes of students.
Gender streaming and prior achievement in high school science and mathematics