Agustin Nursa'adah, - (2024) PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEROLEHAN DAN PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA SMP. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Kemampuan berpikir kritis merupakan salah satu kemampuan yang harus dimiliki pada saat proses pembelajaran matematika. Namun, pada kenyataannya kemampuan berpikir kritis beberapa siswa di Indonesia masih tergolong rendah. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan pengaruh pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) terhadap perolehan dan peningkatan kemampuan berpikir kritis siswa SMP. Metode penelitian ini adalah kuantitatif dengan tipe pre-eksperimen, desain eksperimennya adalah One Group Pretest Posttest Design. Populasi pada penelitian ini adalah siswa kelas VII di salah satu SMP Negeri di Kota Bandung tahun ajaran 2023/2024. Dari penelitian ini didapat kesimpulan bahwa: secara deskriptif rata-rata skor posttest lebih tinggi daripada rata-rata skor pretest. Kemudian pada standar deviasi atau simpangan baku, skor pretest memiliki nilai yang lebih tersebar dibandingkan skor posttest. Berdasarkan nilai skewness atau nilai kemiringan diperoleh bahwa skor kedua tes berkumpul pada skor-skor yang tinggi. Adapun kriteria peningkatan kemampuan berpikir kritis siswa yang memperoleh pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) berada pada kategori sedang. Pendekatan Contextual Teaching and Learning (CTL) berpengaruh secara signifikan terhadap perolehan kemampuan berpikir kritis siswa SMP. Pendekatan Contextual Teaching and Learning (CTL) efektif digunakan untuk meningkatkan kemampuan berpikir kritis siswa SMP. Critical thinking skills are one of the abilities that must be possessed during the mathematics learning process. However, in reality, the critical thinking skills of some students in Indonesia are still relatively low. This study aims to analyze and describe the effect of learning with the Contextual Teaching and Learning (CTL) approach on the acquisition and improvement of critical thinking skills of junior high school students. This research method is quantitative with pre-experiment type, the experimental design is One Group Pretest Posttest Design. The population in this study were seventh grade students in one of the public junior high schools in Bandung City in the 2023/2024 school year. From this study, it was concluded that: descriptively, the average posttest score was higher than the average pretest score. Then on the standard deviation or standard deviation, the pretest score has a value that is more dispersed than the posttest score. Based on the skewness value, it is found that the scores of the two tests converge on high scores. The criteria for improving the critical thinking skills of students who get learning with the Contextual Teaching and Learning (CTL) approach are in the medium category. The Contextual Teaching and Learning (CTL) approach has a significant effect on the acquisition of critical thinking skills of junior high school students. The Contextual Teaching and Learning (CTL) approach is effectively used to improve the critical thinking skills of junior high school student.
| Item Type: | Thesis (S1) |
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| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=en&user=gqRDe-EAAAAJ ID SINTA Dosen Pembimbing: WAHYUDIN: 5991845 EYUS SUDIHARTINIH: 5975856 |
| Uncontrolled Keywords: | Contextual Teaching and Learning (CTL), kemampuan berpikir kritis siswa. Contextual Teaching and Learning (CTL), student's critical thinking skills. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Agustin Nursa'adah |
| Date Deposited: | 07 Aug 2024 02:13 |
| Last Modified: | 07 Aug 2024 02:13 |
| URI: | http://repository.upi.edu/id/eprint/119759 |
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