<![CDATA[Beberapa alasan perlunya kemampuan representasi yaitu untuk membangun konsep dan berpikir matematis, serta untuk memiliki kemampuan pemahaman konsep baik yang dapat digunakan dalam pemecahan masalah. Penelitian ini merupakan penelitian kuasi eksperimen yang bertujuan untuk menganalisis perbedaan kemampuan representasi matematis antara siswa yang mendapatkan pembelajaran Contextual Teaching and Learning dan Discovery Learning. Populasi pada penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Garut. Teknis pengambilan sampel menggunakan Purposive Sampling dengan sampel sebanyak dua kelas. Diperoleh kesimpulan bahwa terdapat perbedaan kemampuan representasi matematis siswa antara yang mendapatkan model pembelajaran Contextual Teaching and Learning dan model pembelajaran Discovery Learning, kualitas peningkatan kemampuan representasi matematis siswa yang mendapatkan model pembelajaran Contextual Teaching and Learning dan Discovery Learning berinterpretasi sedang, dan sikap siswa terhadap model pembelajaran Contextual Teaching and Learning dan Discovery Learning berinterpretasi cukup. Some of the reasons for the need for representational skills are to build concepts and think mathematically, as well as to have good conceptual understanding skills that can be used in problem-solving. This research is a quasi-experimental study that aims to analyze the differences in mathematical representation abilities between students who receive Contextual Teaching and Learning and Discovery Learning. The population in this study were all eighth-grade students of SMP Negeri 2 Garut. The sampling technique used was purposive sampling with a sample of two classes. It was concluded that there were differences in students' mathematical representation abilities between those who received the Contextual Teaching and Learning learning model and the Discovery Learning learning model, and the quality of improving the mathematical representation ability of students who received the Contextual Teaching and Learning and Discovery Learning learning models with moderate interpretation, and student's attitudes towards the learning model. Contextual Teaching and Learning and Discovery Learning have sufficient interpretation.]]>
