PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN PENALARAN FORMAL TERHADAP HASIL BELAJAR MATEMATIKA

2017 ◽  
Vol 10 (2) ◽  
pp. 164
Author(s):  
M. Mawi
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Factorial Analysis ◽  
Reasoning Ability ◽  
Formal Reasoning ◽  
Contextual Teaching ◽  
Teaching Learning

Abstrak: Penelitian ini bermaksud untuk mengetahui perbedaan hasil belajar matematika siswa SMA melalui penerapan dua strategi pembelajaran yang diperkirakan mampu memperlihatkan hasil belajar yang signifikan. Strategi pembelajaran yang diterapkan adalah strategi pembelajaran kontekstual (Contextual Teaching Learning) dan strategi pembelajaran langsung (Direct Instruction). Penelitian ini merupakan penelitian kuasi eksperimental dengan rancangan ”Analisis Faktorial 2x2” yang dilakukan di SMA Swasta Al Ulum Medan yang terdiri dari dua kelas. Data tentang profil kemampuan penalaran formal dianalisis dengan statistik deskriptif, sedangkan keunggulan komparatif strategi CTL dan DI terhadap hasil belajar matematika dianalisis dengan teknik analisis faktorial dua jalur. Hasil analisis data menunjukkan, bahwa: (1) Secara umum, Terdapat 40,625% Siswa Kelas X SMA Swasta Al Ulum Medan memiliki kemampuan penalaran formal berada pada kualifikasi transisi, 50% berkualifikasi formal, serta 9,375% siswa dengan kualifikasi kongkrit; (2) Strategi CTL lebih unggul daripada Strategi DI; (3) Kemampuan Penalaran Formal berpengaruh terhadap hasil belajar matematika siswa; dan (4) Terdapat Interaksi Antara Kemampuan Penalaran Formal dan Strategi Pembelajaran Terhadap Hasil Belajar Matematika. Berdasarkan temuan-temuan penelitian ini maka disarankan kepada para guru Matematika untuk menggunakan strategi CTL dalam proses pembelajaran guna meningkatkan hasil belajar matematika siswa.  Kata Kunci: strategi pembelajaran, kemampuan penalaran formal, matematika Abstract: This research intends to know the difference of mathematics learning result of high school students through the application of two learning strategies that are expected to show significant learning result. Learning strategy applied is contextual learning strategy (Contextual Teaching Learning) and direct learning strategy (Direct Instruction). This research is an experimental quasi research with "2x2 Factorial Analysis" design done at SMA Swasta Al Ulum Medan consisting of two classes. Data on the profile of formal reasoning ability were analyzed with descriptive statistics, while the comparative advantage of CTL and DI strategy on mathematics learning outcomes was analyzed by two-way factorial analysis technique. The results of the data analysis show that: (1) In general, there are 40.625% of students of Class X Private High School Al Ulum Medan have formal reasoning ability are in transition qualification, 50% formal qualified, and 9,375% students with concrete qualification; (2) CTL strategy is superior to DI Strategy; (3) The ability of Formal Reasoning affects the student's mathematics learning outcomes; and (4) There is an Interaction Between the Ability of Formal Reasoning and Learning Strategy to Mathematics Learning Outcomes. Based on the findings of this research it is suggested to the Mathematics teachers to use CTL strategy in the learning process in order to improve the students' mathematics learning outcomes. Keywords: learning strategy, formal reasoning ability, math

scholarly journals Perbedaan Hasil Belajar Matematika Siswa Menggunakan Strategi Active Learning Dengan Cara Giving Questions And Getting Answers Dengan Pembelajaran Konvensional Di Kelas X Sma Ekasakti Padang

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yuliani Fitri ◽  
Refnywidialistuti Refnywidialistuti
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Achievement ◽  
Teaching Learning ◽  
Active Learning Strategy ◽  
Experimental Group ◽  
Better Than

The study is a kind of experimental one conducted to two groups, an experimental group and controlled group. The purpose of the study was to figure out whether students’ learning achievement by using giving questions and getting answers of active learning strategy better than those of conventional learning. The finding of the study is supposed to be useful for the researcher in teaching and to be guidance for teachers in mathematics learning. Population of the study were all of the students grade X TP 2017/2018 of Eka Sakti Senior High School, consisting of three classes.The samples were XIS1 as the controlled class consistingof 22 students and XIS2 as the experimental class consisting of 22 students. Data collected by having a test to the experimental class and controlled class. Normality and homogeneity tests were conducted before doing hypothesis test. The students’ learning achievement were normal and homogeny. Based on the analysis of hyphothesis tetsting, it can be concluded that application of active learning strategy by giving questions and getting answers can increase students’ mathematics learning achievement for 95% level of realibility. Therefore, it is hopped that teachers will apply active learning strategy by giving questions and getting answers in teaching learning process of mathematics due to its significant effect to learning achievement of the students.Keywords: learning achievement, active learning, giving questions and getting answers

scholarly journals The Effect of CPS Learning Model with CTL on Student Mathematical Learning Outcomes

2019 ◽  
Vol 4 (2) ◽  
pp. 150-158
Author(s):  
Friska Belva Dwilestari
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Creative Problem Solving ◽  
Model Learning ◽  
Significance Level ◽  
Creative Problem ◽  
Contextual Teaching ◽  
Main Activity ◽  
Teaching Learning

Learning is the main activity of the education process. The researcher compared the results of students' mathematics learning with conventional model learning models and used a combination of Creative Problem Solving (CPS) models with the Contextual Teaching Learning (CTL) approach to learning. Based on the results of the calculation of data analysis using dk (25) and the significance level (0.05), then obtained t_table (1.708). From the above calculation it is known that t count > t table (9.72> 1.708). Thus the working hypothesis () can be collected, and it can be said that learning with the Creative Problem Solving (CPS) model with Contextual Teaching Learning (CTL) influences the results of mathematics learning. The results of this study are also supported by the activities of teachers more motivating students on the importance of paying attention to and understanding the material taught and cooperation and responsibility for the success of a learning process Keywords: CPS, CTL, learning outcomes  

scholarly journals Peningkatan hasil belajar matematika materi menggunakan pecahan dalam pemecahan masalah dengan pendekatan Contextual Teaching Learning (CTL)

2019 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Class Action ◽  
Research Subjects ◽  
Average Percentage ◽  
Existing Problems ◽  
Learning Mathematics ◽  
Contextual Teaching ◽  
Teaching Learning

<p class="Abstrak">Learning mathematics using fractions in problem-solving is boring for students. For this reason, researchers are interested in improving the process of learning mathematics, especially learning Using Fractions in Problem Solving with the Contextual Teaching Learning (CTL) approach. The CTL approach is felt to be able to overcome the existing problems. This study aims to describe the planning, implementation, and assessment of mathematics learning outcomes improvement using fractions in problem-solving with a contextual approach. The implementation of this research uses a qualitative and quantitative approach using a class action research design which includes: (1) Planning, (2) Implementation, (3) Observation and (4) Reflection. The study was conducted in 2 cycles. Research data in the form of information about the process and action data obtained from observations, test results, discussions and documentation. Research subjects consisted of Class V students totaling 20 students. The average percentage of completeness of learning outcomes in research conducted in the first cycle of meeting 1 was 60%, in cycle I meeting 2 was 70%, the average learning outcomes in cycle II meeting 1 was 80%, in cycle II meeting 2 was 90%. The conclusion obtained from this study is the CTL approach can improve learning outcomes Using Fractions in Problem Solving, namely about multiplication and division of fractions.</p>

scholarly journals THE MATHEMATICS LEARNING MODEL’S FOR EARLY GRADE STUDENTS: CONTEXTUAL OR PROBLEM-BASED LEARNING

2020 ◽  
Vol 9 (3) ◽  
pp. 551
Author(s):  
Moh. Farizqo Irvan ◽  
Mohammad Adam Jerusalem ◽  
Habibullah Habibullah
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Real Life ◽  
Problem Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Early Grade ◽  
Contextual Teaching ◽  
Teaching Learning

This research aimed to know the appropriate learning model was applied in early grade mathematics learning by showed the differences in mathematics learning outcomes of students who use contextual teaching-learning and problem-based learning. This research method was quasi-experiment with a posttest only control group design. The population of this research were 3rd grade students of SD Negeri Wonosari, Semarang City. The sampling technique was used to cluster random sampling with two experimental classes. The first experimental class used contextual teaching-learning and the second experimental class used problem-based learning. The data were analyzed using a one-way ANOVA test.  The results showed that there were differences between student mathematics learning outcomes in three classes. Student learning outcomes that applied contextual teaching and learning were better than mathematics learning outcomes of students who applied problem-based learning or conventional learning because contextual teaching and learning more emphasis on meaningful learning from real life that made it easier for students to understand. The teacher should be able to choose the appropriate model to be applied in mathematics learning following the grade level so that mathematics learning in the early grade could run optimally. So, this model was suitable to apply in early grade mathematics learning.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals Improving Reading Comprehension Using Contextual Teaching and Learning (CTL)

2016 ◽  
Vol 3 (2) ◽  
pp. 174
Author(s):  
Yudha Aprizani
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Experimental Group ◽  
Instruction Approach

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.

scholarly journals PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING

2019 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Nurfitriana Gayanti ◽  
Dewi Anggreini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Experiment Research ◽  
Significant Difference ◽  
Model Class ◽  
Teaching Learning

<p><em>This study aims to know about differences in student learning outcomes that are reviewed from the SAVI learning modelwith Reciprocal Teaching learning model on circle material. This quantitative quasi-experiment research carried in SMPN 1 Karangrejo with 348 population and sample takencluster random samplingso that there are 2 classes namely VIII D class as a SAVI learning model class with 32 students, and VIII B clas as a reciprocal teaching learning model class with 32 students. The data analize using t-test. After making a calculation with a significant level is 5% and dk 62 so obtained t<sub>count</sub>= 7,141765 &gt; t<sub>table</sub>= 1,99897, its mean H<sub>0 rejected </sub> and H<sub>1</sub> received, so it was concluded that there was a significant difference between the learning outcomes of mathematics using the SAVI learning model and the Reciprocal Teaching learning model at the learning outcomes of mathematics on circle material at the students VIII class in SMPN 1 Karangrejo in the period 2017/2018</em><em></em></p><p><em> </em></p><strong><em>Keywords</em></strong><em>:mathematics learning outcomes, SAVI, reciprocal teachin</em>

scholarly journals Penerapan Strategi Pembelajaran Circuit Learning: Suatu Upaya dalam Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 9 (2) ◽  
pp. 285
Author(s):  
Syahrial Syahrial
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Alternative Hypothesis ◽  
Mathematics Learning ◽  
Control Group ◽  
Test Analysis ◽  
The Real ◽  
Randomized Control ◽  
Affective Domains ◽  
Better Than

This research is motivated by the low student mathematics learning outcomes. The influencing factors are inactive students and lack of communication between students and students. This study aims to determine the effect of the application of the circuit learning strategy to students' learning outcomes in the cognitive and effective domains. This type of research is pre-experimental and the research design used is randomized control group only design. Based on the final test of learning outcomes obtained an average of mathematics learning outcomes in the experimental class 79.3 and the average mathematics learning outcomes of the control class 70. The results of the t-test analysis obtained tcount = 3.89 and ttable = 1.667 at the real level of 0.05. It is concluded that tcount> ttable accepts an alternative hypothesis (H1) that is the mathematics learning outcomes of the experimental class students is better than the control class. Analysis of the data in the affective domain obtained zcount = 3.83 and ztable = 1.64 at the real level of 0.05 thus zcount> ztable, in other words Hi is accepted meaning that student learning activities in the experimental class are better than the control class. Based on data analysis in the cognitive and affective domains it can be concluded that there is an influence of the application of the circuit learning strategy to student mathematics learning outcomes.

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