MAHFUDY, SOFYAN (2011) *akaan.uns.ac.id digilib.uns.ac.id commit to user EKSPERIMENTASI PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING(CTL) DAN PEMBELAJARAN LANGSUNG YANG BERBASIS ASSESSMENT FOR LEARNING (AfL) DALAM MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA DITINJAU DARI TINGKAT KREATIVITAS SISWA.* Masters thesis, Universitas Sebelas Maret.

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## Abstract

The objectives of this research are to investigate: (1) which of the CTL and the AfL-based direct learning approaches canresult in a better learning achievement in Mathematics; (2) which of the students with the high creativity level, those with the medium creativity level, and those with the low creativity level can achieve a better learning achievement in Mathematics; and (3) which of the students with the high creativity level, those with the mediumcreativity level, and those with the low creativity level can achieve a better learning achievement in Mathematics in each of the CTL and the AfL-based direct learning approaches; and (4) which of the CTL and the AfL-based direct learning approaches can result in the students’ learning achievement in Mathematics in each of the categories of the students’ creatvity level. This research used the quasi-experimentmethod with the factorial design of 2 x 3. The population of this research was the 8 th -grade students of the state junior secondary schools within the territory of Sukoharjo Regency, as many as 41 junior secodary schools, in the academic year of 2010/2011. The sampling used the stratified cluster random sampling. The samples of this research consisted of 211 students, who were divided into the Experiment Group 1 and the Experiment Group 2. The Experiment Group 1 consisted of 36 students of Class VIII A of SMP Negeri 1 Kartasuraas the group of students with the high creativity level, 38 students of Class VIII E of SMP Negeri 3 Grogolas the group of students with the medium creativity level, and 33 students Class VIII D of SMP Negeri 1 Bakias the group of students with the low creativity level. The students in the Experiment Group 1 were taught with the CTL learning approach. The Experiment Group 2 consisted of 35 students of Class VIII B of SMP Negeri 1 Kartasurawith the high creativity level, 35 students of Class VIII D of SMP Negeri 3 Grogrolas the group of students with the medium creativity level, and 34 students of Class VIII E of SMP Negeri 1 Bakias the group of students with the low creativity level. The studens in the Experiment Group 2 were taught with the AfL-based direct learning process. The dataof this research were gathered through the instruments of documentation, test, and questionnaire. The test of the students’ learning achievement in Mathematics consisted of 27 questions and the questionnaire on the students’ creativity levels consisted of 39 items. Prior to the use of the instruments for gathering the data, the content validity of the instruments of test and questionnaire was verified. The reliability of the test was verified by using the KR-20 formula and that of the questionnaire was verified by using the Alpha formula. The analysis pre-requisites consisted of the Lilliefors test to test the normality, the Barlett test to test the homogeneity, and the T test to test the balance. stakaan.uns.ac.id digilib.uns.ac.id commit to user xiii The data were then analyzed by using the Two-way Analysis of Variance with unequal cells at the significance level of 0.05. Based on the analysis of this research, conclusions are drawn that: (1) the learning process with the CTL approach results in an equal learning achievement in Mathematics to that with the direct learning process with the AfL-based direct learning approach; (2) the learning achievement in Mathematics of the students with the high creativity level is better than that of those with the medium creativity level, the learning achievement in Mathematics of the students with the high creativity level is better than that of those with the low creativity level, and the learning achievement in Mathematics of the students with the medium creativity level is better than that of those with the low creativity level; (3) in the learning process with the CTL approach, the students with the high creativity level have a better learning achievement in Mathematics than those with the mediumand the low creativity levels and the students with the medium creativity level have an equal learning achievement to those with the low creativity level. On the other hand, the students with the high creativity level have an equal learning achievement in Mathematics to those with the medium and the low creativity levels; and (4) the students with the high creativity level who were taught in the learning process with the CTL approach have a better learning achievement in Mathematics than those with the equally high creativity level who were taught in the direct learning process with the AfL approach. The students with the medium and the low creativity levels who were taught in the learning process with the CTL approach have an equal learning achievement to those with the equally medium and the equally low creativity levels who were taught in the AfL-based direct learning approach. Keywords: Contextual Teaching and Learning (CTL), Assessment for Learning (AfL), creativity, and learning achievement in Mathematics

Item Type: | Thesis (Masters) |
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Subjects: | L Education > L Education (General) |

Divisions: | Pasca Sarjana > Magister > Pendidikan Matematika - S2 |

Depositing User: | Lia Primadani |

Date Deposited: | 21 Aug 2013 21:48 |

Last Modified: | 21 Aug 2013 21:48 |

URI: | https://eprints.uns.ac.id/id/eprint/10282 |

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