PENERAPAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN KEMAMPUAN OPERASI HITUNG PENJUMLAHAN DAN PENGURANGAN PECAHAN - Riani, Gita Sintia (2015)
Penelitian ini dilatar belakangi oleh rendahnya ketuntasan belajar siswa pada mata pelajaran matematika materi penjumlahan dan pengurangan pecahan, yaitu dibawah KKM 67. Hal tersebut disebabkan kurangnya media penunjang pembelajaran, guru sebagai center pembelajaran, dan adanya kesenjangan kemempuan siswa di kelas, sehingga siswa kurang menguasai cara mengoperasikan penjumlahan dan pengurangan pecahan terutama pecahan yang berpenyebut berbeda. Berdasrkan permasalahan tersebut, maka peneliti menerapkan pendekatan CTL dengan tujuan: 1) Mengetahui proses pelaksanaan dengan menerapkan pendekatan CTL untuk meningkatkan kemampuan operasi hitung penjumlahan dan pengurangan pecahan pada siswa SD kelas tinggi. 2) Mengetahui perkembangan kemampuan operasi hitung siswa SD kelas tinggi pada mata pelajaran matematika yang menerapkan pendekatan CTL. Metode penelitian yang digunakan peneliti adalah penelitian tindakan kelas model Kemmis dan MC Taggart. Pada kegiatan ini peneliti melakukan dua siklus dengan subjek penelitian kelas IV dengan jumlah 29 siswa. Instrumen penelitian ini adalah tes berupa soal yang berjumlah 6 butir soal, non tes berupa lembar observasi guru dan siswa, catatan lapangan dan dokumentasi. Hasil penelitian dengan penerapan pendekatan CTL ini dapat meningkatkan kemampuan operasi hitung penjumlahan dan pengurangan pecahan siswa. Terlihat pada siklus I rata-rata nilai siswa yaitu 70,5 dengan ketuntasan belajar 69%, sedangkan siklus II nilai rata-rata siswa 87,8 dengan ketuntasan belajar 96,5%. Jadi penerapan pendekatan CTL dapat meningkatkan kemempuan operasi hitung siswa terutama pada materi penjumlahan dan pengurangan pecahan. Diharapkan pada peneliti selanjutnya, hendaknya pendekatan pembelajaran CTL ini dapat diterapkan pada materi yang lebih sulit lagi terutama pada materi pacahan. The background of this study is caused by the lower of students' learning completeness in mathematic subject in the material of summation and reducing fractions, which is below 67 as Criteria of Maximum Completeness (KKM). The problem is caused by the lack of learning media, teacher who are acts as a learning centered, and the gap between students' skill in the classroom, so that the students can't master on how to operate the summation and reducing fractions, especially the fractions of different denominator. Based on the problems, the researcher will apply the approach of CTL (Contextual Teaching and Learning) and the aims of the problems are: 1) Knowing the process by implementing CTL approach to improve the ability to operate the summation and reducing fractions on the high grade's students of elementary school. 2) Knowing the development of capability in operating arithmetic on the high grade's students of elementary school in mathematic subject which is implemented CTL approach. The method that is used by the researcher is classroom action research models by Kemmis and MC Taggart. In this activity the researcher is conducted two cycles which is used class IV as the research subjects which consists of 29 students. The instruments of this study are a question test which is consists with 6 questions, non tests such as teachers and students' observation sheet, field notes and documentation. The result of this study with the implementation of CTL approach can improve the ability in operating the summation and reducing fractions on the students. It can be seen in the average of first cycle is 70, 5 with the Criteria of Maximum Completeness (KKM) is 69%, while the average of second cycle is 87,8 with the Criteria of Maximum Completeness (KKM) is 96,5%. So, the implementation of CTL approach can improve the ability in operating arithmetic on the students especially in the material of summation and reducing fractions. For the next researcher is expected to apply CTL approach in the difficult material, especially on the fractions material.