<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pendekatan kontekstual berbasis asesmen kinerja terhadap hasil belajar matematika ditinjau dari kebiasaan belajar siswa SMP Dwijendra Bualu. Penelitian ini menggunakan metode kuasi eksperimen dengan rancangan Posttest Only Control Group Design. Data dianalisis dengan menggunakan Anakova satu jalur. Sampel penelitian sebanyak 63 siswa kelas VIII SMP Dwijendra Bualu. Data dikumpulkan dengan menggunakan metode tes. Data yang dikumpulkan adalah hasil belajar dan kebiasaan belajar. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan kontekstual berbasis asesmen kinerja dengan siswa yang mengikuti pembelajaran kontekstual, (2) setelah kebiasaan belajar dikendalikan terdapat perbedaan hasil belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan kontekstual berbasis asesmen kinerja dengan siswa yang mengikuti pembelajaran kontekstual, dan (3) terdapat kontribusi kebiasaan belajar terhadap hasil belajar matematika. Berdasarkan temuan tersebut dapat disimpulkan bahwa terdapat pengaruh penerapan pendekatan kontekstual berbasis asesmen kinerja terhadap hasil belajar matematika ditinjau dari kebiasaan belajar siswa SMP Dwijendra BualuKata Kunci : pendekatan kontekstual berbasis asesmen kinerja, hasil belajar matematika, dan kebiasaan belajar. This research aims at investigating the effect of the implementation approach contextual based the performance assessment of mathematicâs achievement that viewed by habitally learning of SMP Dwijendra Bualu students. This research used quasi experimental with the post test only control group design. The data was collected using test method. The data was collected using mathematicâs achievement and learning habitually. The data were analyzed using Anacova one way. The research samples are 63 eighth grade students in SMP Dwijendra Bualu. The result of this study showing that: (1) there is a difference of mathematicâs achievement between the students following contextual approach learning based on the performance assessment with student following contextual learning, (2) there is a difference of mathematicâs achievement between the students following contextual approach learning based on the performance assessment with student following contextual learning after the habitually learning controlled, and (3) there is a contribution of the learning habitually towards mathematics learning result. Based on those findings can be concluded that there is an effect of the implementation approach contextual based the performance assessment to the mathematicâs achievement that viewed by learning habitually of SMP Dwijendra Bualu studentskeyword : contextual approach based the performance assessment, mathematicâs achievement, and learning habitually]]>
