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Experimentation of Mathemathics Learning Using Contextual Teaching and Learning Approach and Problem Posing Approach Viewed from Students’ Learning Activity

17 Oct

Sri Rejeki, Budiyono1), Sutrima2)

Department of Mathematics Education

Sebelas Maret University-Surakarta

Abstract

The purpose of this research determined: (1) whether the learning of mathematics in material of operations in integer by using CTL approach would be better than Problem Posing approach (2) whether students who had high learning activity would have a better achievement than students who had  moderat learning activity, student who had moderat learning activity would have a better achievement than students who had low learning activity, and  students who had high learning activity would have a better achievement than students who had moderat learning activity (3) whether for students with high in learning activity, moderat learning activity and low learning activity, CTL approach have a better achievement than Problem Posing approach. (4) wether in CTL approach, students who had high learning activity would have a better achievement than students who had moderat learning activity and students who had low learning activity, then students who had moderat learning activity would have a better achievement than students who had low learning activity. (5) wether in Problem Posing approach, students who had high learning activity would have a better achievement than students who had moderat learning activity and students who had low learning activity, then students who had moderat learning activity would have a better achievement than students who had low learning activity.

The research was a quasi experimental with 23 factorial design. The population of the research were fifth grade of elementary schools in Grobogan subdistrict. The approach of the sample using stratified cluster random sampling. The sample in the research totally 202 students with composition of 108 students for the control class and 94 students for the experiment class. The instruments that used to collect data were mathematics achievement test and student learning activity questionnaire. Before being used to collect data, the instruments firstly tested. Validity of the content of instruments test and questionnaire were assessted by the validator. Reliability of instrument test tested using KR-20 formula, while the questionnaire using Cronbach alpha formula. Discriminant of test and internal consistency of questionnaire using the product moment correlation formula of Karl Pearson. Average balance test using t-test, withconcluded that both the experimental group in a balance condition. Prerequisites test included normality test using Lilliefors test approach and homogeneity test using Bartlett approach by Chi Square test statistic. With  it could be concluded that the samples come from populations with normal distribution and homogeneous.

Based on the hypothesis test, multiple comparison tests and viewed from each cell mean, it could be concluded that: (1) The group treated by CTL approach had the same achievement with the group treated by Problem Posing approach (2) On the effects of learning activity, students who had high learning activity had the same achievement with students who had moderat learning activity, students who had moderat learning activity had a better achievement than students who had low learning activity and students who had high learning activity had a better achievement than students who had low learning activity (3), For students with high learning activity, moderat learning activity and low learning activity CTL approach gave the same achievement with Problem Posing approach. (4) in CTL approach, all of learning activity type gave the same achievement. (5) In Problem Posing approach, students with high learning activity had the same achievement with students with moderat learning activity, students with moderat learning activity had the same achievement with students with low learning activity and students with high learning activity had a better achievement than students with low learning activity.

Keywords: Contextual Teaching and Learning (CTL), Problem Posing, Students’ Learning Activity

Makalah ini merupakan ringkasan tesis yang dipublikasikan pada seminar ISPI (Ikatan Sarjana Pendidikan Indonesia) pada tanggal 31 Desember 2011 di Universitas Muhammadiyah Surakarta.

Artikel selengkapnya dapat didownload di sini.

 
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Posted by on October 17, 2012 in Research

 

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