PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS V SD

Dafinah Ghassani, - (2019) PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS V SD. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep matematis siswa di kelas V SD. Mengatasi masalah tersebut peneliti menerapkan pendekatan contextual teaching and learning dengan prinsip konstruktivisme, inkuiri, bertanya, masyarakat belajar, pemodelan, refleksi dan penilaian autentik. Tujuan penelitian ini untuk mendeskripsikan perencanaan, pelaksanaan, dan peningkatan pemahaman konsep matematis siswa kelas V SD dengan menerapkan pendekatan contextual teaching and learning. Subjek penelitian berjumlah 28 siswa salah satu SD Negeri di Kota Bandung. Penelitian ini menggunakan metode Penelitian Tindakan Kelas dengan menggunakan model penelitian Kemmis Mc Taggart yang terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, catatan lapangan dan tes, dengan instrumen pengumpulan datanya yaitu lembar observasi, lembar catatan lapangan dan lembar evaluasi siswa. Pengolahan data dilakukan melalui: 1) analisis kualitatif yakni reduksi, klasifikasi, penyajian, refleksi dan kesimpulan data 2) analisis kuantitatif yakni skoring, menghitung rerata, persentase, interpretasi, dan kesimpulan. Temuan penelitian menunjukan bahwa penerapan pendekatan contextual teaching and learning dapat meningkatkan pemahaman konsep matematis siswa, dibuktikan dengan persentase keberhasilan pada siklus I adalah 75% dan meningkat menjadi 86% pada siklus II. Berdasarkan data tersebut maka dapat disimpulkan bahwa penerapan pendekatan contextual teaching and learning dapat meningkatkan pemahaman konsep matematis siswa kelas V SD. ---------- This research is based on the low understanding of mathematical concepts of students in fifth grade elementary. To solve the problem, researches used contextual teaching and learning approach with principles is constructivism, inquiry, questioning, learning community, modeling, reflecting, and authentic assessment. The purpose of this research is to describe the lesson plan, the implementation, and the improving understanding of student mathematical concepts in fifth grade elementary school with apply contextual teaching and learning approach. Participants on this research amount 28 students of elementary school in Bandung. The method that used in this research was Classroom Action Research (PTK) with used research model from Kemmis Mc. Taggart consists of planning, action, observation and reflection. Data collection used in thisresearch are obserbvation, field notes, and test, instrument data are observation sheets, field notes sheets, and student’s work sheet. Data processingis through: 1) qualitative analysis that’s reduction, classification, display, reflection, conlusion. 2) quantitative analysis that’s scoring, calculate aerage, percentage, interretation and conlusion. Research findings show that’s the implementation contextual teaching and learning approach can can improve the understanding of students mathematical concept, evidenced by percentage completeness 75% in cycle one and increased to 86% in cycle two. So, Contextual Teaching and Learning approach can improve the understanding of students mathematical concept of fifth grade.

Item Type:	Thesis (S1)
Additional Information:	No. Panggil: S PGSD DAF p-2019 ; Pembimbing: I. Kurniasih, II. Andhin Dyas Fitriani ; NIM: 1506407
Uncontrolled Keywords:	pemahaman konsep matematis, pendekatan CTL, understanding of mathematical concepts, CTL approach
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User:	Dafinah Ghassani
Date Deposited:	06 Jan 2020 02:37
Last Modified:	06 Jan 2020 02:37
URI:	http://repository.upi.edu/id/eprint/38544

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