scholarly journals EFFECT OF CONTEXTUAL TEACHING AND LEARNING ON IMPROVING ABILITY OF MATHEMATICAL COMMUNICATIONS VIEWED FROM INTEREST LEVEL OF STUDENT LEARNING

2018 ◽  
Vol 1 (2) ◽  
pp. 169
Author(s):  
Hoer Mutaqin ◽  
Jejen Abdul Fatah ◽  
Nurkolis Nurkolis ◽  
Asep Ikin Sugandi ◽  
Wahyudin Wahyudin
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Communication Ability ◽  
Contextual Teaching ◽  
Direct Learning ◽  
Learning Interest

This study aims to obtain a picture of improving the ability of mathematical communication on the implementation of learning contextual teaching and learning approach viewed from the level of student learning interest. The method used in this research is an experiment with factorial design 3 x 2. The population is all junior high school students in Karawang regency with the subject of the sample is two classes of X in one of SMP Negeri in Kabupaten Karawang. The first class gets learning with contextual teaching and learning, and the second class gets learning by direct learning. From the research, it can be concluded that there are differences in the mathematical communication ability of the students whose learning using Contextual Teaching and Learning learning with direct learning, there is no difference in the improvement of mathematical communication ability among students who have high, medium and low learning interest, there is an interaction between the learning approach and the level interest in learning to improve the ability of mathematical communication, the implementation of learning using Contextual Teaching and Learning learning has been running with the steps that have been determined, the students' difficulties in completing the problem of understanding and mathematical communication lies in the indicator (a) linking a concept/principle with the concept/principle (b) can apply formulas in simple calculations and work on algorithmic calculations, (c) associate a concept/principle with other concepts/principles.

scholarly journals Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP

2016 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Abdul Khamid ◽  
Rusgianto Heri Santosa
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Motivation ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Significance Level ◽  
Communication Ability ◽  
Contextual Teaching

Penelitian ini bertujuan untuk menguji keefektifan pendekatan Problem-Based Learning (PBL) dan Contextual Teaching and Learning (CTL) ditinjau  dari kemampuan komunikasi matematis dan motivasi belajar siswa dan manakah yang lebih efektif diantara keduanya. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Margasari Kabupaten Tegal. Sampel penelitian kelas VIII-A dan VIII-H. Untuk menguji keefektifan pendekatan pembelajaran data dianalisis dengan uji one sample    t- test pada taraf signifikansi 5%. Untuk mengetahui perbedaan keefektifan pembelajaran data diukur dengan  uji Hotelling’s Trace pada taraf signifikansi 5% dan selanjutnya digunakan uji independent sample t-testuntuk mengetahui pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: pendekatan PBL dan CTL efektif ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan pendekatan PBL lebih efektif dibandingkan dengan pendekatan CTL ditinjau dari motivasi belajar siswa, namun tidak lebih efektif ditinjau dari kemampuan komunikasi matematis.Kata Kunci:  pendekatan Problem-Based Learning, pendekatan Contextual Teaching and Learning,   kemampuan komunikasi matematis, dan motivasi belajar siswa. The Effectiveness of PBL Approach and CTL Viewed from Mathematical Communication and Learning Motivation of Students Junior High School  AbstractThis study aims to examine  the effectiveness of Problem Based-Learning (PBL) and Contextual Teaching and Learning (CTL) viewed from students’ mathematical communication ability and learning motivation and which more effective instruction between PBL approach and CTL approach. This study was quasi experiment research. The population covered all grade VIII students of SMP Negeri 1 Margasari in Tegal Regency.  The sample of class VIII-A and VIII-H. To test the effectiveness of the PBL and CTL approaches, the data were analyzed using the one-sample t-test at the significance level of 5%. To determine differences in the effectiveness of mathematics teaching data were analyzed using Hotteling Trace at the significance level of 5% and followed by independent sample t- test to determine which approach was more effective. The results of this study show that: the PBL approach and CTL is effective to increase students’ communication ability and learning motivation and the PB L approach is more effective than the CTL approach viewed from students’ learning motivation but not more effective viewed from mathematical communication ability .Keywords: Problem-Based Learning approach, Contextual Teaching and Learning approach, mathematical communication ability, student’s learning motivation.

scholarly journals Pengembangan E-Modul Berbasis Pendekatan Contextual Teaching And Learning Pada Materi Barisan Dan Deret Untuk Meningkatkan Minat Belajar Siswa SMP

2021 ◽  
Vol 8 (2) ◽  
pp. 72-87
Author(s):  
Martin Martin ◽  
Syamsuri Syamsuri ◽  
Heni Pujiastuti ◽  
Aan Hendrayana
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Student Response ◽  
Learning Approach ◽  
Student Interest ◽  
Learning Mathematics ◽  
Contextual Teaching ◽  
Learning Interest

This study aims to produce e-modules with a contextual teaching and learning approach that is valid, practical, and effective to increase students' interest in learning. This development research uses the Plomp model which consists of three phases, namely the preliminary research phase, the prototyping phase, and the assessment phase. The prototype trial was conducted on 16 eighth grade students of SMPN 1 Tirtayasa, Indonesia. The research instrument consisted of an expert validation sheet to assess the validity, a student response questionnaire to assess practicality, and a student learning interest questionnaire to assess the effectiveness of the e-module. This research produces an e-module with a contextual teaching and learning approach to increase the interest of junior high school students in learning mathematics in the context of everyday life. Although the increase in student interest in learning is still relatively low, overall the e-modules developed are considered valid, practical, and effective, so that they are suitable for use in learning mathematics in junior high schoolsKeywords: Mathematics Module, Contextual Teaching and Learning Interest in Learning Mathematics

scholarly journals PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA SMP NEGERI 35 PALEMBANG

2020 ◽  
Vol 3 (1) ◽  
pp. 26-36
Author(s):  
Ana Pertiwi ◽  
Jumroh Jumroh ◽  
Marhamah M.
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Learning Model ◽  
Test Method ◽  
School Students ◽  
Mathematical Communication ◽  
Design Data ◽  
Contextual Teaching

This study aims to determine whether or not there is a Contextual Learning Model (CTL) on the Communication Capabilities of Mathematics Students at 35 State Junior High Schools in Palembang. The population in this study were grade VII students of SMP Negeri 35 Palembang. Sampling in the study used Clauster Sampling and the selected class was Class VII.5, taken 30 people as the control class and Class VIII.3, up 30 people as the experimental class at SMP 35 Palembang. This research uses the True Experimental Desigh method in the form of Posttest Only Control Design. Data collection was carried out using the written test method in the form of an interesting essay on mathematical communication indicators, data analysis was performed with a statistical test t with a real level (∝) = 5%. Based on the results of the final analysis in this study, tcount = 2.729> ttable (0.05: 58) = 2.002 so that H0 is rejected, it can be concluded as a Contextual Teaching and Learning Model (CTL) Against the Mathematical Communication Capabilities of 35 State Junior High School Students in Palembang.

scholarly journals IMPROVING UNDERSTANDING AND MATHEMATICAL COMMUNICATION LEVEL AND STUDY LEARNING WITH RECIPROCAL TEACHING APPROACH

2018 ◽  
Vol 1 (2) ◽  
pp. 136
Author(s):  
Iis Yuniar ◽  
Euis Eti Rohaeti ◽  
R Bambang Aryan Soekisno
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Junior High School ◽  
Mathematical Understanding ◽  
Teaching Approach ◽  
Reciprocal Teaching ◽  
School Students ◽  
Mathematical Communication ◽  
Communication Ability ◽  
And Control

This research is to analyze and analyze the improvement and achievement of students' understanding and communication ability and the independence of junior high school students learning using Reciprocal Teaching approach compared to using ordinary learning. The population in this study is the seventh-grade students of SMP in one school in Bandung. The sample of the experimental class and the control class. The method used in this research is quasi-experiment. Data processing of communication skills and mathematical understanding using a t-test, two-lane ANOVA, and linear regression. The result of the research shows that the achievement and improvement of students' mathematical understanding and communication ability which get the learning using the Reciprocal Teaching approach are better than the students who get regular learning. Students of experimental class with Reciprocal Teaching learning and control class with ordinary learning there is no relation between mathematical understanding ability with student learning independence and experimental class students with Reciprocal Teaching lesson and control class with ordinary learning there is no correlation between mathematical communication ability with student learning independence.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals THE ABILITY OF MATHEMATICAL COMMUNICATION OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING OPEN-ENDED PROBLEMS GRAPHICS FUNCTION

MATHEdunesa ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 260-266
Author(s):  
Bella Anggraini Novitasari ◽  
Abdul Haris Rosyidi
Keyword(s):  
High School Students ◽  
Communication Skills ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Mathematical Language ◽  
School Students ◽  
Mathematical Communication ◽  
Fourth Level ◽  
Communication Ability

The ability of mathematical communication is the skill to communicate mathematics that is learned and the skill of using mathematics as a communication tool (mathematical language). Mathematical communication skills are very necessary in learning. Without mathematical communication skills, a person will not be able to deliver statements according to their desire. This qualitative descriptive study aims to describe the level of mathematical communication ability of junior high school students in solving open ended problems with the topic of functional graphs. The method of collecting data through written tests and interviews. Written tests were given to 115 8th grade students of junior high schools in Surabaya, followed by interviews of one student at each level of mathematical communication ability. The results showed 51 people (44%) were at fourth level, 27 people (24%) at third level, 23 people (20%) at second level, and 14 people (12%) at first level. Students at fourth level and third level are equally able to use mathematical language that was accurate and effective, and appropriate in providing the strategies. But it was different in giving the arguments. Students at second level can not provide logical arguments, the mathematical language used was less effective and accurate, and the strategies used were precise but incomplete. Students at first level did not provide the right strategies because the lack of information which contained in the story, did not provide responses more to the stories they have been written, and did not demonstrate the ability to use mathematical language that was  accurate and effective.

Sign in / Sign up

Export Citation Format

Share Document