scholarly journals PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PENERAPAN PENDEKATAN CONTEXTUAL TEACHINGAND LEARNING (CTL)

2019 ◽  
Vol 4 (2) ◽  
pp. 78-88
Author(s):  
Razali .
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Initial Conditions ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Research Subjects ◽  
Average Value ◽  
Contextual Teaching ◽  
Mastery Criteria

This study aims to determine the increase in student learning outcomes after applying Mathematics learning to numeracy operations material through the use of the Contextual Teaching and Learning (CTL) Approach for Grade IV students of SD Negeri 1 Panton Rayeuk T, East Aceh District. This type of research uses Classroom Action Research conducted in two cycles. The research subjects were grade IV students, amounting to 26 students. The results show that through the use of the Contextual Teaching and Learning (CTL) Approach, it turns out student learning outcomes increase in each cycle. Mastery of the material at the initial condition is still very low or has not worked well. Out of 26 students, only 15 students (33%) achieved the Minimum Mastery Criteria (KKM) which was set at 70 with an average value of 52. From the results of the research revealed that in cycle I the average value of students amounted to 69, learning completeness reached 58 %, the achievement of this value shows an increase in the value acquisition in the initial conditions. While in cycle II (the average value of students 78 and mastery learning reached 88%. The conclusion of this study was the use of Contextual Teaching and Learning (CTL) Approach in Mathematics learning of numerical operations material can have a positive effect on increasing student learning outcomes in class IV semester II of the academic year 2016-2017SD Negeri 1 Panton Rayeuk T East Aceh Regency.

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

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

scholarly journals PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM MENINGKATKAN HASIL BELAJAR

2019 ◽  
Vol 2 (2) ◽  
pp. 163-174
Author(s):  
Irfan Taufik
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Material ◽  
Research Subjects ◽  
Contextual Teaching ◽  
Improving Student Learning ◽  
Improve Student Learning

This research discusses the application of the Contextual Teaching and Learning (CTL) learning model in improving student learning outcomes, the purpose of the research in this paper is how to use the Contextual Learning learning model and Learning (CTL) can improve student learning outcomes. The type of research used in this study is classroom action research (CAR). The research subjects were students of class XI Administration 3 Vocational High School (SMK) Negeri 1 Palopo 2018/2019 academic year consisting of 7 male students and 18 female students. The data in this study were obtained from the results of observations of student activities (observation sheets) and final cycle test instruments. Furthermore, the data of this study were analyzed with qualitative descriptive. The learning model of Contextual Teaching and Learning (CTL) in the subjects can improve student learning outcomes. This can be seen from students who enthusiastically receive learning material and students are not ashamed to practice the material directly received, the results showed that during the final test Cycle I student learning outcomes amounted to 73.52%, then in cycle II Discover the results of learning student learning material at 81.48% or around 7.91% in the realm of cognitive, affective, and psychomotor aspects.

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

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.

scholarly journals MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA MELALUI PENGGUNAAN STRATEGI PEMBELAJARAN JIGSAW PADA MATERI SEGIEMPAT DAN SEGITIGA

2021 ◽  
Vol 2 (2) ◽  
pp. 104-119
Author(s):  
Maryati Maryati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Research Subjects ◽  
Average Value ◽  
Learning Mathematics ◽  
Aceh Province

This research was conducted at MTsN 2 Bireuen, Central Aceh Regency, Aceh Province. In this study, the research subjects were selected by conducting random sampling by means of a lottery (Syahrum, 2009), first preparing as many pieces of paper as there were, then the pieces of paper were put into a box and taken at random, one of the papers was taken as the research sample. The paper taken is for Class VII-2 Semester 2 which contains 22 people. The object of this research is the application of jigsaw learning strategies to improve students' mathematics learning outcomes on the subject of quadrilaterals and triangles. The model in this research is Classroom Action Research (CAR), which uses Kemmis and Mc's CAR model. Taggart. This research has stages in the form of a cycle. The results of the study of the jigsaw learning strategy in mathematics subjects Class VII-2 MTsN 2 Bireuen can be said that the increase in student learning outcomes. This increase can be seen from the average value of the class has increased. This can be shown from the results of the evaluation that has been carried out to increase student learning outcomes which were originally the average value of 57.73 before the action and the first cycle increased to 69.09. While in the second cycle the increase in learning outcomes to 79.77. This shows that 86.36% of students are successful in learning mathematics by using jigsaw learning strategies.

scholarly journals Improvement of Health Interference Science Learning Result on Blood Circular Organs Through The Learning Video in Class V Students

2020 ◽  
Vol 3 (3) ◽  
pp. 166
Author(s):  
Kasmini Kasmini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Mathematics Learning ◽  
Research Problem ◽  
Student Learning Outcomes ◽  
Choice Test ◽  
Instructional Video ◽  
Research Subjects

<em>The background of this research problem is that teachers have not been able to maximize the use of media, especially learning media. This raises various problems for students such as students who are less interested in paying attention to the explanations given by the teacher, students look bored, and in the end students are less active in participating in the teaching and learning process in class and the science learning outcomes of grade V students of SDN Kedalon 01 are low. This study aims to improve student science learning outcomes and describe the use of instructional media in accordance with learning objectives. This type of classroom action research consists of 2 cycles, each cycle consisting of 1 meeting. The research subjects of the fifth grade students of SD N Kedalon 01 were 21 students. The data collection instrument used tests and non-tests. The research instrument was in the form of multiple choice test questions, observation sheets and observations. The results showed an increase in student learning outcomes. The increase in student learning outcomes seen from the classical average value, in cycle I was 76.19%, and cycle II increased to 86%, and cycle III increased to 90%. So the instructional video media can improve students' mathematics learning outcomes. Teachers can apply instructional video media to improve science learning outcomes. Teachers must be able to apply learning models and media that can increase interest and motivation of students in learning</em>

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNINGUNTUK MENINGKATKAN HASIL BELAJAR PKn SISWA KELAS VISDN 013 LUBUK KEMBANG SARI KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 276
Author(s):  
Muhroni '
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Technical Documentation ◽  
Research Subjects ◽  
Contextual Teaching ◽  
Improving Student Learning

The background of this study is the lack of PKn student learning outcomes, it is due to lack of significance for learning the teacher, the teacher gives no concrete contohyang and juah of environmentally friendly, passive students in participating in learning. This study is a class action that aims to improve learning outcomes PKn, as well as improving the learning activities of teachers and students using a contextual approach to teaching and learning. Research was conducted during two cycles, where research on SDN 013 Lubuk Kembang Sari Kecamatan Ukui with research subjects are students of class VI. Data collection techniques used in this study was the observation techniques, test engineering and technical documentation. The analysis technique used is descriptive analysis. Based on the results of research and discussion, found that the learning outcomes of students has increased at each cycle, is strengthened by the results that have been raised previously, namely: (1) early mastery learning outcomes of Civic Education students gain is 45%; (2) in the first cycle completeness PKn learning outcomes of students increased by 70%; and (3) in the second cycle completeness PKn learning outcomes of students increased by 80%. This indicates that the completeness kasikal has been reached, in which the research is successful if the completeness achieved 80% of students obtaining a minimum value of 65. Based on the results and the discussion can be concluded that the application of contextual teaching and learning approach to improving student learning outcomes PKn Class VI SDN 013 Lubuk Kembang Sari Kecamatan Ukui.

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

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.

scholarly journals PENERAPAN METODE INKUIRI MELALUI PENGAMATAN SITUS SEJARAH DI KOTA BIMA UNTUK MENINGKATKAN HASIL BELAJAR DAN MENUMBUHKEMBANGKAN KECINTAAN PADA BANGUNAN BERSEJARAH

2017 ◽  
Vol 2 (2) ◽  
pp. 32
Author(s):  
Ilmiawan Mubin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Historic Buildings ◽  
Research Subjects ◽  
Learning History ◽  
Average Value ◽  
Post Test

Penelitian  ini bertujuan untuk mengetahui bagaimana proses pembelajaran sejarah  pada siswa kelas XI IPS 1 MAN 2 kota dengan menggunakan metode Inkuiri dapat menumbuhkan kecintaan pada bangunan bersejarah. Metode penelitiannya adalah Penelitian Tindakan Kelas, subyek penelitian adalah siswa kelas XI IPS 1 MAN 2 Kota Bima, sedangkan obyeknya hasil pengamatan kegiatan proses belajar mengajar melalui tahapan  Planning, Acting, Observing dan Reflecting. Masing-masing siklus terdiri dari dua kali pertemuan. Masih rendahnya hasil belajar siswa, dikarenakan oleh pembelajaran yang kurang melibatkan siswa. Setelah dilakukan tindakan dan berdasarkan nilai post test hasil belajar siswa mengalami peningkatan pada setiap siklusnya. siklus I persentase ketuntasan 77,14% dengan nilai rata-rata 75,02,  siklus II persentase ketuntasan 85,71% dengan nilai rata-rata 79 sedangkan Siklus III persentase ketuntasan 100% dengan nilai rata-rata 82,85. Nilai sikap dari data angket setiap siklus mengalami peningkatan dari siklus I pencapaian ketuntasan 77,14%  nilai rata-rata 80,54, siklus II pencapaian ketuntasan 88,57% nilai rata-rata 82,71 sedangkan pada siklus III pencapaian ketuntasan 100% nilai rata-rata 84,57. This study aims to find out how the process of learning history in students class XI IPS 1 MAN 2 cities using Inkuiri method can foster a love of historic buildings. The research method is Classroom Action Research, the research subjects are the students of class XI IPS 1 MAN 2 Kota Bima, while the object is the observation of teaching and learning activities through Planning, Acting, Observing and Reflecting. Each cycle consists of two meetings. Still low student learning outcomes, due to the less learning involving students. After the action and based on the value of post test student learning outcomes have increased in each cycle. cycle I 77.14% percentage of completeness with an average value of 75.02, cycle II percentage of 85,71% completeness with an average value of 79 while Cycle III percentage of 100% completeness with an average value of 82.85. Attitude value of the questionnaire data each cycle has increased from the cycle I achievement mastery 77.14% average value 80.54, cycle II achievement 88.57% average value of 82.71 while in cycle III achievement 100% average 84.57.

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

PENERAPAN STRATEGI CONTEXTUAL TEACHING AND LEARNING (CTL)UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 320
Author(s):  
Siwi Enggar Makarti
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Analytical Techniques ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Contextual Teaching

The background of this study is the low learning outcomes IPS. It is characterized by the acquisition of the average value of social studies students at 59.10 with the percentage of students learning completeness amounted to 50.00% from 20 students. This research is a classroom action research (PTK) which aims to improve student learning outcomes through the implementation of strategies IPS Contextual Teaching and Learning (CTL). This study was conducted in 010 primary schools Silikuan Ukui Hulu subdistrict, with research subjects fifth grade students with a number of 20 students. This study was conducted by two cycles. The data used in this study are the activities of teachers, student activities, and learning outcomes are collected using the observation technique teacher and student activities and written tests, while the analytical techniques used in this research is descriptive analysis. The study states that the acquisition of the activities of teachers and students and learning outcomes in each cycle has increased. This is supported by: (1) the percentage of activity the teachers in the first cycle of the first meeting by 45%, in the first cycle of meetings II percentage teacher activity by 52%, the percentage of teacher activity in the second cycle of the first meeting by 65%, the percentage of teacher activity in the second cycle meeting II by 75%; (2) the percentage of student activity in the first cycle of the first meeting by 49%, in the first cycle of meetings II percentage of student activity by 60%, the percentage of the activity of students in the second cycle the first meeting by 63%, the percentage of student activity on the second cycle of meeting II by 79% ; (3) learning outcomes in basic score of 59,10.Dan which reached KKM 65 only 10 students or (50%). The first cycle of the average value obtained by the students reached 63.6. Students who achieve KKM there are 13 students or 65 (65%). Cycle II average value obtained students achieve value above 67 means the KKM. Students who reached the last 16 students or (80%).

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