Pengaruh Model Contextual Teaching and Learning Terhadap Pemahaman Konsep dan Kemampuan Pemecahan Masalah dalam Pembelajaran IPA-Fisika di MTs Negeri Negara - Mauke, Misrun; Sadia, I Wayan; Suastra, wayan (Jurnal Pendidikan IPA, 2013)
ABSTRAK Â  Penelitian ini bertujuan menganalisis perbedaan pemahaman konsep dan kemampuan pemecahan masalah pembelajaran fisika antara siswa yang belajar dengan model Contextual Teaching and Learning dan model pembelajaran konvensional. Penelitian ini menggunakan rancangan âThe posttest only control group designâ. Populasi penelitian ini siswa kelas VIII MTs. Negeri Negara tahun pelajaran 2012/2013. Sedangkan sampel dalam penelitian ini terdiri atas dua kelas yang setara, sebagai kelas eksperimen dengan pembelajaran model Contextual Teaching and Learning dan kelas kontrol dengan pembelajaran model konvensional. Data pemahaman konsep dan kemampuan pemecahan masalah siswa diperoleh melalui tes essay. Data dianalisis secara deskriptif dan MANOVA satu jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antara pemahaman konsep dan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran model Contextual Teaching and Learning dengan MPK (F = 40,792; p < 0,05). (2) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F=36,053 ; p < 0,05), (3) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F= 62,706 ; p < 0,05), uji Scheffe menunjukkan bahwa model Contextual Teaching and Learning lebih baik dari MPK. Â  Kata Kunci: Model CTL, Pemahaman Konsep, Kemampuan Pemecahan Masalah, Model Pembelajaran Konvensional (MPK). Â  Â  ABSTRACT Â  Â  The purpose of this research is to analyze the differences in understanding concepts and problem solving ability of studying physics among the students with CTL model and conventional learning model. This research used the design of "The posttest only control group design". The population of this research was eighth grade students of MTs in the academic year of 2012/2013. The sample of this research was two same level classes, as an experimental class with CTL model and a control class with Conventional model.The data of the conceptual understanding and problem solving ability gained through the student essay test. The results were analyzed by descriptive and MANOVA one lane.The results of this research showed that: (1) there was a significant differences on understanding concept and problem solving ability of the students who learned with CTL and MPK (F = 40,792; p < 0,05). (2) There were differences on understanding concept between the students who learned with CTL and MPK (F = 36.053, p <0.05), and (3) there were significant differences on problem solving ability between the students who learned with CTL and MPK (F = 62.706, p <0,05). Therefore, Scheffe test showed that the CTL model was better than the MPK. Â  Keywords: CTL model, Understanding Concepts, Problem Solving Ability, Conventional Learning Model (MPK). Â