The effectivity of contextual teaching and learning (CTL) approach with Geoboard media on mathematics learning for four-grade elementary students

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL) ditinjau dari motivasi dan prestasi belajar matematika siswa, serta membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika siswa, dan pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa, tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.Kata kunci: CTL, PBL, motivasi, prestasi belajar. The Effectiveness of the CTL and PBL Approaches Viewed from Students’ Motivation and Achievement in Mathematics Learning AbstractThis study aimed to describe the effectiveness of the Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) approaches viewed from students’ motivation and achievement in mathematics learning, and to compare the effectiveness of the CTL and the PBL approach in mathematics learning viewed from students’ motivation and achievement. This study was a quasi-experimental research and used two experimental groups. To find out the effectiveness of the CTL and PBL approach in each variable, the data were analyzed using one-sample t-test what the significance level of 5%. To compare the effectiveness of the CTL and PBL approaches, the data were analyzed using the multivariate T2 Hotelling with the significance level of 5% and followed up by the univariate analysis using the Bonferoni criterion. The results of the study show that the CTL and PBL approaches were effective viewed from students’ motivation and achievement in mathematics learning and the PBL approach was more effective than CTL approach viewed from students’ achievement in mathematics but the PBL approach is not more effective than CTL approach viewed from students’ motivation in mathematics learning.Keywords: CTL, PBL, motivation, learning achievement.

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Pengembangan E-Modul Berbasis Contextual Teaching and Learning (CTL) pada Materi Geometri Transformasi dengan Berbantuan Flipbook Maker

Jurnal Pendidikan Matematika Universitas Lampung ◽

10.23960/mtk/v9i1.pp1-11 ◽

2021 ◽

Vol 9 (1) ◽

pp. 1-11

Author(s):

Badiatun Nisail Fadilah ◽

Jazim Ahmad ◽

Nurul Farida

Keyword(s):

Teaching And Learning ◽

Phase 1 ◽

Mathematics Learning ◽

Preliminary Investigation ◽

Student Response ◽

Is Research ◽

Student Questionnaire ◽

Contextual Teaching ◽

Transformation Geometry ◽

Expert Validation

The purpose of this research is to produce an E-module based on Contextual Teaching and Learning in Geometry Transformation material that is valid and practical so that it can be used as one of the mathematics learning resources, especially the material of transformation geometry. The type of research used is research and development. The model used is the Plomp model. The stages used in this development model only phase 1 to phase 4, namely is a preliminary investigation, design, realization/construction, evaluation, and revision. The types of questionnaires used were expert validation and a student response questionnaire. Based on the results of expert validation the results of the material and the language expert validation percentage were 83.08% (very feasible category), design experts 86.11% (very feasible category) so that the overall material and language validation results and design were 84.56 % (very decent category). The results of the small group trials obtained from the student questionnaire responses to the mathematics E-Module were 88.6% (very practical category). Based on the results, it can be concluded that the E-Module mathematics based on Contextual Teaching and Learning (CTL) on the transformation geometry material assisted by Flipbook Maker is very feasible and very practical to be used as one of the sources of mathematics learning, especially on geometry material transformation.

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Pembelajaran Matematika Menggunakan Model Contextual Teaching and Learning (CTL) pada Materi Kubus dengan Konteks Tahu di kelas VIII

Journal of Dedicators Community ◽

10.34001/jdc.v2i2.704 ◽

2018 ◽

Vol 2 (2) ◽

pp. 108-115

Author(s):

Depi Adela Sari ◽

Chika Rahayu ◽

Indah Widyaningrum

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Test Methods ◽

Learning Models ◽

Average Value ◽

Contextual Teaching ◽

And Control

This service uses the Pretest Posttest Design design. The purpose of this service is to determine the effect of contextual teaching and learning (CTL) learning models on student learning outcomes on cube material with the context of tofu in grade VIII? Data collection uses documentation and test methods. The data is processed using the t test statistical test. Based on data analysis, the average value of experimental class students is 83.90 and control class 73.11. From the average value obtained by students, it can be seen that mathematics learning using contextual teaching and learning (CTL) learning models with context knows that it has a positive effect on student learning outcomes on cube material

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(Effort Increasing Learning Math Results through Cooperative Learning Method of Contextual Teaching and Learning Type in Students of Grade IV D SD Negeri 187 Pekanbaru)

Perspektif ◽

10.25299/perspektif.2018.vol9(1).1419 ◽

2018 ◽

Vol 9 (1) ◽

pp. 49-58

Author(s):

Masneri Ningsih

Keyword(s):

Cooperative Learning ◽

Learning Process ◽

Student Motivation ◽

Teaching And Learning ◽

Mathematics Learning ◽

Class Action ◽

Learning Method ◽

Learning Methods ◽

Contextual Teaching ◽

Comparison Of The Results

This research entitled "Efforts to Increase Mathematics Learning Outcomes Through Co-operative Learning Methods Contextual Teaching and Learning (CTL) Type in Grade IVd Elementary School 187 Pekanbaru". This research is to help students actively in finding ways of fast and precise settlement because students have difficulty in completing mathematis.The aim of this research is to improve student motivation in learning mathematics by using Cooperative Learning Method Type Contextual Teaching and Learning (CTL). Through this research the researcher tried to use Cooperative Learning Method of Contextual Teaching and Learning (CTL) type, through class action research of cycle model which includes planning, action implementation, observation, and reflection. The object of research is the students of grade IVB SD Negeri 187 Pekanbaru as many as 35 students. There are 2 cycles of learning process of student motivation. Each cycle consists of three stages of the meeting. The results obtained from this study show the student activity in the learning process better can be seen from the comparison of the results on the initial observation only 31% or 11 students who understand and the results are good. After the action, it can be seen in the first cycle increased to 63% (22) students who have completed, and the second cycle increased again reached 94% (33) students. Observation of student activities during the learning in cycle I can also be seen that is 2.44 (enough category), the cycle increased to 3.11 (good category). Likewise, observation of teacher activity from enough category (2.70) to good category (3.20). From the above explanation can be concluded that by using Cooperative Learning Methods Contextual Teaching and Learning (CTL) type can increase understanding of mathematics in constructing.

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Implementasi Model Pembelajaran Kooperatif Contextual Teaching and Learning untuk Meninggkatkan Hasil Belajar Matematika Pokok Bahasan Aritmatika Sosial bagi Siswa SMP Negeri 1 Pemenang

Jurnal Paedagogy ◽

10.33394/jp.v9i1.4536 ◽

2022 ◽

Vol 9 (1) ◽

pp. 159

Author(s):

Uswatun Hasanah

Keyword(s):

Data Analysis ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Mathematics Learning ◽

Descriptive Analysis ◽

Student Learning Outcomes ◽

Learning Model ◽

Contextual Teaching

The purpose of this research is to improve the mathematics learning outcomes of social arithmetic subjects for students through the application of the contextual teaching and learning (CTL) cooperative learning model. The research method used is classroom action research which is carried out in two cycles. The subjects of this study were students of class VII.2 of SMP Negeri 1 Pemenang, totaling 21 students. This research instrument uses observation sheets, documentation, and tests. While the data analysis technique used is quantitative descriptive analysis. The results of this study indicate that student learning outcomes have increased by an average of 9% obtained from the average evaluation of student learning outcomes from the first cycle is 76% then increased in the second cycle to 85%. Based on data analysis during cycles I and II, it can be concluded: (1) The application of the CTL cooperative learning model is the best alternative in learning mathematics, (2) The application of the cooperative model can create participatory and multidirectional learning, (3) Through the application of the CTL cooperative learning model, it can improve student learning outcomes. The results also show changes in the classroom atmosphere that tend to be democratic and changes in teacher attitudes to care more about the classroom atmosphere.

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Matematika Nusantara: Pengajaran Matematika Berbasis Budaya Indonesia

Journal of Medives Journal of Mathematics Education IKIP Veteran Semarang ◽

10.31331/medives.v2i1.573 ◽

2018 ◽

Vol 2 (1) ◽

pp. 13

Author(s):

Hery Sutarto

Keyword(s):

Mathematics Education ◽

Teaching And Learning ◽

Mathematics Learning ◽

Realistic Mathematics Education ◽

Learning Material ◽

Learning Models ◽

Student Background ◽

Realistic Mathematics ◽

Contextual Teaching ◽

High Flexibility

Berbagai model pengajaran masuk ke Indonesia dengan berbagai karakteristik yang belum tentu cocok dengan kondisi Indonesia. Ketidakcocokan tersebut dapat ditinjau dari berbagai faktor, mulai dari latar belakang siswa, budaya, kondisi geografis, guru, kurikulum dan sebagainya ketika dibandingkan dengan negara asalnya, yakni Belanda dengan Realistic Mathematics Education (RME) dan Amerika untuk Contextual Teaching and Laerning (CTL). Indonesia dengan segala keberagamannya termasuk kekayaan budayanya merupkan potensi yang tak ternilai untuk dieksplorasi menjadi sumber pengajaran matematika dengan penciri yang khas. Artikel ini memberikan gambaran awal dalam menciptakan suatu model pembelajaran matematika berbasis budaya yang ada di nusantara dengan nama Matematika Nusantara. Uji coba model ini telah dilaksanakan pada pelatihan untuk guru-guru matematika di kabupaten Serang-Banten. Respon yang positif dan optimis dari peserta menjadikan model Matematika Nusantara mantap dapat diimplementasikan di Indonesia dengan fleksibilitas yang tinggi sesuai dengan karakteristik budaya di masing-masing daerah. Kata kunci: matematika nusantara; matematika berbasis budaya ABSTRACT Various learning models came to Indonesia with various characteristics that may not necessarily match with the conditions of Indonesia. That incompatibility can be observed from many factors, such as student background, culture, geographical conditions, teachers, curriculum, and so on, when they are compared to their origin country, Netherlands for the Realistic Mathematics Education (RME) and America for the Contextual Teaching and Learning (CTL). Indonesia with all its cultural diversity is the most valuable potential to be explored as an unique mathematical learning material. This article provides the first description in creating an Indonesian cultural-based mathematics learning model named Matematika Nusantara. This model has been tested and implemented in mathematics teacher training in Kabupaten Serang, Banten. The positive and optimistic response from the participants shows that Matematika Nusantara model can be steady implemented in Indonesia with high flexibility for any curtural characteristics in each region. Keywords: matematika nusantara, curtural-based mathematics

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Efektifitas Pembelajaran Dengan Pendekatan Contextual Teaching And Learning (CTL) Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis

Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika ◽

10.31316/j.derivat.v5i1.144 ◽

2019 ◽

Vol 5 (1) ◽

pp. 30-36

Author(s):

Nerru Pranuta Murnaka ◽

Betta Anggraini ◽

Arumella Surgandini

Keyword(s):

Problem Solving ◽

Random Sampling ◽

Teaching And Learning ◽

Mathematics Learning ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Average Problem ◽

Contextual Teaching ◽

Cluster Random Sampling ◽

Quasi Experiment

This research is motivated by students' mathematical problem-solving abilities. One way to improve students' mathematical problem-solving abilities is with the CTL learning approach. The purpose of this research is: 1) to know whether the average ability of mathematical problem solving of students who get learning with CTL approach is higher than the average problem-solving abilities of mathematical students who obtain conventional learning; 2) to find out whether the average mathematical problem-solving ability of the students who acquired the learning with Contextual Teaching and Learning (CTL) approach is higher than the minimum criterion value (KKM). This research type is quasi-experiment. The research design used is Nonequivalent Control Group Design. This research was conducted at SMP Negeri 1 Simpang Renggiang, East Belitung Regency in the academic year 2015/2016. Sampling was done by cluster random sampling. The sample in this research is class VII. 2 as the experimental class and class VII.3 as the control class. The research instrument used is a valid test instrument in the form of a matter of pretest and posttest in the form of a description. Data were analyzed using a non-parametric statistic test. The results of the research have shown that the average problem-solving ability of students who acquire mathematics learning with CTL approach is better than students who follow the conventional mathematics learning, the average problem-solving ability of mathematical students who gain learning with CTL approach less than or equal with KKM. Keywords: Mathematical problem solving, CTL approach, quasi-experiment, cluster random sampling

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PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR MATEMATIKA

Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika ◽

10.36456/buanamatematika.v6i1:.377 ◽

2016 ◽

Vol 6 (1:) ◽

pp. 49-56

Author(s):

Nuril Hidayatin

Keyword(s):

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Mathematics Learning ◽

Real Life ◽

Learning Activities ◽

Post Test ◽

Real Life Situation ◽

Contextual Teaching ◽

Academic Year

Students often have difficulty in linking the material with the problems of life in the real world. This may result in a decrease in mathematics learning outcomes in schools. Therefore, teachers should be able to make learning fun during the learning process. To overcome these problems, teachers can use the approach Contextual Teaching and Learning (CTL) during learning process. This contextual approach to make students more active and to encourage students to make connections between knowledge and real-life situation. The purpose of this study was to determine whether there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016. During the learning activities, the experimental class students formed into groups. Each group consisted of 4-5 students. During the learning process, the researchers fed the material set in the experimental class and the control class as samples in the study. Researchers chose the material set for the number of students who have difficulty in solving the problem set. To obtain the data result of learning mathematics, researchers took data from the pre-test and post-test. Pre-test given to students to find out how the students' abilities before receiving material taught by researchers, while the post-test was given to determine student learning outcomes after the student has finished the learning activities. Both of these classes have the same number of students is 32 students. In this study, found that with and. From these results it is rejected and Ha is it can be concluded that there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016. Keywords: CTL (Contextual Teaching and Learning), sudent’s achievement.

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Pengaruh Pendekatan Contextual Teaching And Learning Berbantuan Media Tiga Dimensi Terhadap Motivasi Dan Hasil Belajar Matematika

Journal of Education, Humaniora and Social Sciences (JEHSS) ◽

10.34007/jehss.v3i3.434 ◽

2021 ◽

Vol 3 (3) ◽

pp. 829-835

Author(s):

Elda Hidemi Harahap

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Analysis Of Variance ◽

Teaching And Learning ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Learning Motivation ◽

Significance Level ◽

Anova Test ◽

Contextual Teaching

The purpose of this study was to analyze the effect of the three-dimensional media-assisted Contextual Teaching and Learning (CTL) approach on learning motivation and student learning outcomes of SDN 112233 Sidorejo. The research method used is a quasi-experimental method. The research hypothesis was tested by using two-way analysis of variance (ANOVA) with a significance level of 0.05. Furthermore, the homogeneity and normality test were carried out, then the two-way analysis of variance (ANOVA) test was carried out. Based on the calculation of the ANOVA test shows the value of Fcount (5.609)> Ftable (4.06) then H₀ is rejected Hₐ is accepted with the conclusion that the CTL learning approach is proven to have an effect on mathematics learning outcomes, based on the value of Fcount (33.630)> Ftable (4.06) then H₀ is rejected Hₐ is accepted with the conclusion that students who have learning motivation are proven to have an effect on student learning outcomes and the value of Fcount (1.020) <Ftable (4.06) then H₀ is accepted Hₐ is rejected and the significance value is 0.319> 0.05, with concluded that there is an interaction between CTL approach to student learning motivation and student learning outcomes.

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