PUSPITA SARI, RINI (2009) IMPLEMENTASI PEMBELAJARAN KONTEKSTUAL PADA POKOK BAHASAN RELASI DAN FUNGSI DI KELAS VIII MTS NEGERI PEDEMAWU 1 PAMEKASAN. Other thesis, University of Muhammadiyah Malang.
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One of the latest learning model to increase math education quality in Indonesia, which also able to develop the student was Contextual Learning (CTL). CTL is a learning system fit with brain which created meaning by connecting academic load wiht context of student’s daily life (Johnson, 2007:57). Contextual learning try to change perception that math learning is not from re-telling, but from inquiry, constructivism, discussion, etc which was started from daily life activity. In this, the writer would describe the teacher and student’s activity in learning by applying contextual model, describing the student’s learning result after contextual learning, and describing student’s respond in contextual learning in relation material and function. The research was done at MTSN Pademawu Pamekasan 1 starting from October 11th to October 22nd 2008. The research used was descriptive with quantitative and qualitative approach without statistical test. Data from this research was data from observation to teacher and student’s activity, student’s test data, and student’s respond polling data. Data source in this research was all students of VIIIA grade at MTS Negeri Pademawu Pamekasan 1 study year 2008-2009 in odd semester consisted of 44 students. The analysis found that teacher activity data in contextual learning development was good. It showed by average value for observer 1 was 83,68% and observer 2 was 84,72%. Student’s activity in contextual learning was also good. It was showed by average value 71,2%. In the latest test, students who individually finished his study was 32 students (72,73%) and the un-finished there was 12 students (27,3%). The percentage showed that classically the class (VIIIA) was low if using the low class completion reference (>60) was complete. While complete 65) was 25 students if using middle class completion reference ( 70) was students, and connected with high class completion reference ( 21 students. So, the low class students who had change to enter middle class 25-21 = 4 students (9,1%) and students who had change to enter high class completion 21 students (47,7%). Rest of 19 students (43,2%) stood on low class location. Students respond of the contextual learning model in class, the respond was positive. But the learning test whihc was done after contextual learning showed that 19 students stood in low class. It showed that contextual learning in math, expecially in relation and function material were still not succeed. The success was visual, which mean that most of students like the learning method but in content they didn’t understand the material, they were memorized it, so they would forgot the previous material.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of Mathematics and Computing|
|Depositing User:||Anggit Aldila|
|Date Deposited:||25 Jun 2012 09:02|
|Last Modified:||25 Jun 2012 09:02|
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