Keefektifan Pembelajaran Matematika dengan Pendekatan CTL dan Problem Posing Ditinjau dari Ketercapaian SK/KD dan Kemampuan Koneksi Matematik - Rizky Oktora Prihadini Eka Putri; Agus Maman Abadi (PYTHAGORAS Jurnal Pendidikan Matematika, 2014)
Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan CTL ditinjau dari keter-capaian SK/KD dan kemampuan koneksi matematik siswa, mendeskripsikan keefektifan pendekatan problem posing ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa, dan menentukan mana yang lebih efektif antara pendekatan CTL atau pendekatan problem posing ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest non-equivalent group design. Populasi penelitian mencakup seluruh siswa kelas VII SMP Negeri 11 Yogyakarta. Kelas VIIA dan VIIB ditentukan sebagai sampel menggunakan random sampling technique.Untuk menguji keefektifan pembelajaran matematika dengan pendekatan CTL dan problem posing digunakan analisis one sample t-test. Selanjutnya untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan pendekatan CTL dan problem posing, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t untuk menentukan pendekatan yang lebih efektif. Hasil penelitian menunjukkan bahwa pendekatan CTL efektif ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa, pendekatan problem posing efektif ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa, dan pendekatan CTL lebih efektif daripada pendekatan problem posing ditinjau dari ketercapaian SK/KD, dan kemampuan koneksi matematik siswa. Kata Kunci: pendekatan CTL, pendekatan problem posing, ketercapaian SK/KD, dan kemampuan koneksi matematik siswa. The Effectiveness of Mathematics Teaching Using the CTL and Problem Posing Approaches Viewed from the Achievement of SK/KD and Ability of Mathematics Connection AbstractThe aims of this research are to describe the effectiveness of the CTL approach viewed from students’ achievement in SK/KD and mathematics connection ability, describe the effectiveness of the problem posing approach viewed from students’ achievement in SK/KD and mathematics connection ability, and determine which one is more effective between the CTL approach and the problem posing approach viewed from the students’ achievement in SK/KD and mathematics connection ability. This research was a quasi-experiment with apretest-posttest non- equivalent group design. The research population covered the entire students’ of class VII of SMP Negeri 11 Yogyakarta. Classes of VIIA and VIIB were established as the sample using the random sampling technique. To test the effectiveness of mathematics teaching using the CTL approach and the problem posing approach, the analysis of one sample t-test was used. Furthermore, to discover the difference between the effectiveness of mathematics teaching using the CTL approach and the problem posing approach, the data were analyzed using T2Hotelling’stest, and t test to determine which approach was more effective. The research result suggests that the CTL approach is effective viewed from the student’s achievement in SK/KD and mathematics connection ability, the problem posing approach is effective viewed from the students’ achievement in SK/KD and mathematics connection ability, and the CTL approach is more effective than the problem posing approach viewed from the students’ achievement in SK/KD, and mathematics connection ability.Keywords: CTL approach, problem posing approach, achivement of SK/KD, and student’s mathematics connection ability.