Pratiwi, Rafi
Universitas Lampung

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Penerapan Pembelajaran Kontekstual untuk Meningkatkan Kemampuan Representasi Matematis Siswa Pratiwi, Rafi; Coesamin, M; Widyastuti, Widyastuti
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Publisher : Universitas Lampung

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Abstract

The aim of this research was to compare the increasing of students mathematical representation skills after implementation of contextual learning and students mathematical representation skills after implementation of conventional learning. The design was pretest-posttest control group design. The population of this research was all students of grade VIII in SMP Muhammadiyah 3 Bandarlampung in academic year of 2016/2017 that were distributed into four class. The samples of this research were students of VIII-A and VIII-C classes which were chosen by cluster random sampling technique. Analysis data of the research using t-test. Based on the research results, it was concluded that the increasing of students mathematical representation skills after implementation of contextual learning higher than students mathematical representation skills after implementation of conventional learning.Penelitian ini bertujuan untuk membandingkan peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran kontekstual dan kemampuan representasi matematis siswa yang mengikuti pembelajaran konvensional. Desain penelitian yang digunakan adalah pretest-posttest control group design. Populasi pada penelitian adalah seluruh siswa kelas VIII di SMP Muhammadiyah 3 Bandarlampung Tahun Pelajaran 2016/2017 yang terdistribusi dalam empat kelas. Sampel penelitian adalah siswa kelas VIII-A dan VIII-C yang diambil dengan teknik cluster random sampling. Analisis data penelitian ini menggunakan uji-t . Berdasarkan hasil penelitian dapat disimpulkan bahwa peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran kontekstual lebih tinggi daripada peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran konvensional.Kata kunci: Kemampuan Representasi Matematis, Pembelajaran Kontekstual