PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA DI SEKOLAH DASAR - Rahayu, Ria (2016)
Penelitian ini dilatar belakangi dengan munculnya gejala kurangaktifnyasiswadalampembelajarandanrendahnyakemampuanpemahamankonsepsiswapadapelajaranmatematika. Hal inidisebabkankarenacarabelajar yang diterapkankepadasiswahanyadenganmenghafal, mengerjakanlatihandanmendengarkanceramahdari guru sehingga,siswatidakmemahamikonseppadamateri. TujuanpenelitianiniadalahmendeskripsikanpenerapanpendekatanpembelajaranContextuaal Teaching and Learning (CTL) untukmeningkatkanpemahamankonsepmatematissiswakelas V SekolahDasarNegeri (SDN) SR. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dikembangkan oleh Kemmis dan Mc Taggart. Subjek penelitian ini adalah peserta didik kelas VB yang berjulah 23 siswa. Penelitian ini dilaksanakan sebanyak tiga siklus yang terdiri dari satu sampai dua tindakan. Pengumpulan data dilakukan melalui tekni kobservasi yang bersifat kualitatif dan tes yang bersifat kuantitatif. Data kualitatif diolah dengan cara reduksi data, display data danverifikasi data, sedangkan data kuantitatif diolah dengan teknik menghitung nilai rata-rata dan presentase ketuntasan hasil pemahaman konsep siswa. Hasil penelitian menunjukan adanya peningkatan, nilai rata-rata pemahaman konsep siswa pada siklus I 63,4, siklus II 76,8 dansiklu III 89,7. Ketuntasanbelajarsiswapadasiklus I 43,4%, siklus II 82% dansiklus III 100%. Berdasarkanhasilpenelitiantersebut, dapatdisimpulkanbahwapendekatanCTLdapatdijadikan alternative pembelajaran sebagaai upaya untuk meningkatkan pemahaman konsep matematis siswa khususnya dalam pembelajaran matematika pada mmateri sifat-sifat bangun datar.;--- This research is motivated by students who do not involve actively in learning process and low ability of students to comprehend the concept, especially in mathematic subject. This is because the strategy of learning which implement to students is remembering, solves the questions, and listen to the teacher therefore students cannot comprehend the concept well. The objectives of this research are describing the implementation the Contextual Teaching and Learning (CTL) approach to improve the students' mathematical understanding of elementary school in 5th grade. The method that used in this research is action class research which develops by Kemmis and Mc Taggart. The participants in this research are 23 students in 5th grade of elementary school. This research conducted three cycles which consist one until 3 actions. The method that used to collecting the data is observation technique which is qualitative and objective test which is quantitative. The qualitative data is processed by reduction the data, data display and data verification. Meanwhile, quantitative data is processed by calculates average of students score and calculate the percentage of students' comprehension of concept. The result is indicated the improvement it can be seen from average score of students in cycle I is 63.4, cycles II is 76.8 and cycle III is 89.7. Mastery learning of students in cycle I is 43.4%, cycle II 82% and cycle III 100%. Based on the result of the this research can be concluded the CTL approach can be used as an alternative learning to improve the mathematical understanding of elementary school students especially in learning mathematic subject on the concept of properties of two-dimensional figure.