Pengaruh Pendekatan Contextual Teaching And Learning (CTL) Terhadap Kemampuan Pemecahan Masalah Dan Disposisi Matematis

Authors

  • Reri Seprina Anggraini Institut Agama Islam Negeri Kerinci
  • Oni Marani Institut Agama Islam Negeri Kerinci

DOI:

https://doi.org/10.31316/jk.v6i1.3012

Abstract

Abstrak

Kemampuan pemecahan masalah dan disposisi matematis siswa adalah dua aspek penting yang nyatanya masih tergolong rendah. Solusi untuk mengatasi permasalahan ini adalah dengan menerapkan pendekatan Contextual Teaching and Learning (CTL). Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan jenis penelitian kuasi eksperimen dan rancangan penelitian Static Group Design. Populasinya adalah siswa kelas VIII SMP Negeri 9 Sungai Penuh. Pemilihan sampel melalui teknik random sampling. Instrumen penelitian yang digunakan berupa tes kemampuan pemecahan masalah dan angket disposisi matematis. Uji hipotesis dilakukan dengan menggunakan uji Independent Sample t Test dengan uji prasyarat yaitu uji normalitas menggunakan uji Kolmogorov-Smirnov dan uji homogenitas menggunakan uji Levene’s. Hasil uji hipotesis memberikan nilai Sig. < 0,05 baik pada hasil tes kemampuan pemecahan masalah maupun angket disposisi matematis. Sehingga disimpulkan  kemampuan pemecahan masalah dan disposisi matematis siswa yang belajar dengan pendekatan Contextual Teaching and Learning (CTL) lebih baik daripada siswa yang belajar dengan pembelajaran konvensional

Kata Kunci: Contextual Teaching and Learning (CTL), Kemampuan Pemecahan Masalah Matematis, Disposisi Matematis

 

Abstract

Problem solving ability and students' mathematical disposition are two important aspects which in fact are still relatively low. The solution to overcome this problem is to apply a Contextual Teaching and Learning (CTL) approach. This research uses a quantitative approach with a quasi-experimental type of research and a Static Group Design research design. The population is class VIII SMP Negeri 9 Sungai Penuh. Sample selection through random sampling technique. The research instrument used was a problem-solving ability test and a mathematical disposition questionnaire. Hypothesis testing was carried out using the Independent Sample t Test with prerequisite tests, namely the normality test using the Kolmogorov-Smirnov test and the homogeneity test using Levene's. The results of the hypothesis test give the value of Sig. <0.05 both on the results of the problem-solving ability test and the mathematical disposition questionnaire. Therefore, the key to problem-solving skills and dispositions of students who learn with Contextual Teaching and Learning (CTL) approaches are better than students who learn with conventional learning.

Keywords: Contextual Teaching and Learning (CTL), Mathematical Problem Solving Skill, Mathematical Disposition

References

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Published

2022-06-28

Issue

Vol. 6 No. 1 (2022): June 2022

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Articles

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