The Application of Contextual Approach in Learning Mathematics to Improve Students Motivation At SMPN 1 Kupang

Abstract

This study is an pre-experiment research which aims at examining (1) the implementation result of hypnoteaching method in Mathematics learning of class VII students at SMPN 41 Bulukumba, (2) the learning motivation of class VII students at SMPN 41 Bulukumba before and after being taught using hypnoteaching method, and (3) the extend of improvement of students' learning result of class VII at SMPN 41 Bulukumba taught by using hypnoteaching method. The population of the study was all class VII students at SMPN 41 Bulukumba. The sample was class VIIb students at SMPN 41 Bulukumba. The sample was class VIIb students' learning result on learning using hypnoteaching method. Based on the effectiveness level criteria, the hypnoteaching method learning was adequately effective to be implemented on rectangular subject. It was proved by the students' learning result of class VII at SMPN 41 Bulukumba before implementing hypnoteaching method which achieved the mean score 40.24 and was in incomplete category; whereas after being taught by using hypnoteaching method, it achieved the mean score 76.59 that approximately 75% students had fulfilled minimal completeness criteria so it achieved classical completeness with fair category. The result of the study showed that the implementation of learning using hypnoteaching method for six sessions was in the category of completely implemented with the mean score 3.6. There was improvement of learning motivation of students after being taught by using hypnoteaching method from the mean score 95.96 improved to 112. There was improvement of Mathematics learning result of students in class VII at SMPN 41 Bulukumba after being taungt by using hypnoteaching method with the improvement of students' learning result counted using normalized gain formula by 0.61. PENDAHULUAN Pendidikan merupakan sesuatu yang penting dan mutlak harus dipenuhi dalam rangka upaya peningkatan taraf hidup masyarakat. Dari pendidikan inilah diperoleh pengetahuan, keterampilan serta terwujudnya sikap dan tingkah laku dalam kehidupan sehari-hari. Dunia pendidikan memungkinkan terjadinya berbagai interaksi antara satu dengan yang lain. Baik interaksi antara pendidik dan peserta didik, pendidik dan pendidik lain serta peserta didik dan peserta didik lain. Dari berbagai bentuk interaksi, khususnya mengenai interaksi yang disengaja, ada istilah interaksi edukatif. Interaksi edukatif ini adalah interaksi yang berlangsung dalam suatu ikatan untuk tujuan pendidikan dan pengajaran. Oleh karena itu interaksi edukatif ini perlu dibedakan dari bentuk interaksi yang lain. Dalam pengertian yang lebih spesifik pada bidang pengajaran, dikenal adanya istilah interaksi belajar mengajar.

The Influence of Learning using Contextual Teaching and Learning Approach to Physics Learning outcomes of High School Students

“…During the learning process, students work well together in their respective groups to find the meaning of learning and encouraged to learn independently using the help of instructional media provided by the teacher as modeling component of contextual learning. The results of the study [14] suggest that applying the CTL approach to collaboration between students and teachers in harmonious relationships can stimulate students to think creatively in expressing opinions, improving communication skills, responsibility, confidence, and also building student learning interest. Students help each other to solve the problems given and appreciate the opinions conveyed to each other.…”

Pengaruh Penerapan Model Pembelajaran Kontekstual dalam Pembelajaran Fisika terhadap Hasil Belajar Siswa pada Materi Energi Terbarukan

“…Melalui pengetahuan serta keterampilan yang diperoleh dari konteks yang terbatas, sedikit demi sedikit, dan digunakan untuk memecahkan masalah kehidupan sehari-hari, baik sebagai anggota keluarga maupun sebagai anggota masyarakat (Syahbana, 2012). Keselarasan antara materi dengan situasi nyata yang diperoleh siswa akan sangat membantu siswa dalam memahami materi yang mereka pelajari beserta peranannya dalam kehidupan sehari-hari (Ekowati, Darwis, Upa, & Tahmir, 2015). Sejalan dengan penelitian (Fayakun & Joko, 2015) bahwa keterlibatan siswa secara langsung dalam proses pembelajaran diharapkan mampu menumbuhkan semangat belajar dan membantu siswa dalam mengaitkan materi pelajaran dengan pengalaman nyata yang mereka alami sehingga siswa dapat memahami dengan baik makna pembelajaran yang diberikan di sekolah.…”

Improved Reading Skills Trough Peer Tutor in Class III

“…The effectiveness of the CTL approach and the Scientific approach have been often examined in the separate/independent studies on different scopes and contexts, e.g. [4][5][6][7][8]. However, the comparison of their effectiveness specifically in the teaching and learning of writing in different contexts need further exploration.…”