PENGARUH PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR (Penelitian Quasi Eksperiment pada Siswa Kelas V di Salah Satu Sekolah Dasar Negeri di Kabupaten Karawang Materi Volume Bangun Ruang Kubus dan Balok) - Oktamilla Indah Pangestu, - (2022)
ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan komunikasi matematis siswa yang disebabkan karena penggunaan metode pembelajaran didominasi oleh ceramah guru serta kebiasaan menghafal rumus. Pendekatan Contextual Teaching and Learning (CTL) ini diharapkan dapat menjadi solusi dari masalah tersebut. Tujuan penelitian ini yaitu guna mengetahui peningkatan kemampuan komunikasi matematis siswa yang mendapatkan pendekatan Contextual Teaching and Learning (CTL) lebih baik daripada siswa yang mendapatkan pembelajaran konvensional, serta mengetahui adanya pengaruh pendekatan Contextual Teaching and Learning (CTL) terhadap peningkatan kemampuan komunikasi matematis. Penelitian ini menggunakan jenis quasi eksperiment dengan bentuk nonequivalent control group design pada materi volume bangun ruang kubus dan balok di salah satu SDN di Kabupaten Karawang. Sampel penelitian ini ialah siswa-siswi kelas VB sebagai kelompok eksperimen yang berjumlah 28 siswa dan kelas VD sebagai kelompok kontrol berjumlah 30 siswa. Instrumen penelitian yang digunakan berupa tes kemampuan komunikasi matematis berbentuk soal uraian dan dokumentasi. Instrumen tes kemampuan komunikasi matematis digunakan untuk memperoleh data kuantitatif pretest dan postest siswa. Berdasarkan hasil penelitian yang diperoleh menunjukan bahwa: 1) Peningkatan kemampuan komunikasi matematis siswa sekolah dasar yang mendapatkan pendekatan Contextual Teaching and Learning lebih baik daripada siswa yang mendapatkan pembelajaran konvensional; 2) Terdapat pengaruh penerapan pendekatan Contextual Teaching and Learning (CTL) terhadap peningkatan kemampuan komunikasi matematis siswa sekolah dasar. Dengan demikian pendekatan Contextual Teaching and Learning (CTL) direkomendasikan oleh penulis sebagai alternatif pembelajaran untuk meningkatkan kemampuan komunikasi matematis siswa. ----- ABSTRACT The background of this study is about students' low mathematical communication abilities, which is a result of their usage of learning strategies that are dominated by teacher lectures and the practice of memorization. It is anticipated that this Contextual Teaching and Learning (CTL) approach is expected to be a solution to this problem. The purpose of this study is to determine the increase in mathematical communication skills of students who get Contextual Teaching and Learning (CTL) approaches better than students who get conventional learning, and to know the effect of Contextual Teaching and Learning (CTL) approaches on improving mathematical communication skills. This study employs a nonequivalent control group design as a quasi-experimental method to examine the volume of cubes and beams in a public elementary school in Karawang Regency. In this study, the experimental group class VB consists of 28 students, while the control group class VD consists of 30 students. The research tool employed was a description and documentation-based examination of mathematical communication abilities. Quantitative information for the students' pretest and posttest was gathered using the mathematical communication ability test instrument. Based on the research's findings, it can be concluded that: 1) Students who get a Contextual Teaching and Learning (CTL) approach to learning enhance their mathematical communication abilities more than those who receive conventional learning; and 2) There is a correlation between using the Contextual Teaching and Learning (CTL) method and students' progress in their mathematical communication skills. As a result, the writer suggests the Contextual Teaching and Learning (CTL) approach as a learning alternative to help students develop their mathematical communication skills.