PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA - Vania Retna Syahrani; Nur Ainun Lubis; Lola Mandasari (Yayasan Amanah Nur Aman, 2026)
Kemampuan koneksi matematis memiliki peran penting bagi siswa dalam memahami pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui adanya pengaruh dan seberapa besar pengaruh pendekatan Contextual Teaching and Learning (CTL) terhadap kemampuan koneksi matematis siswa. Penelitian ini merupakan penelitian kuantitatif jenis eksperimen. Desain penelitian ini yaitu quasi experiment dengan jenis non-equivalent control group design. Populasi penelitian ini yaitu seluruh siswa kelas X SMAS Brigjend Katamso II Medan yang berjumlah 367 siswa. Sampel dalam penelitian dipilih dengan Teknik Cluster Random Sampling, dengan menetapkan kelas X-2 sebagai kelas eksperimen dan kelas X-1 sebagai kelas kontrol, yang masing-masing terdiri dari 39 siswa. Instrumen penelitian yang digunakan tes uraian kemampuan koneksi matematis berupa pretest dan posttest. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh penerapan pendekatan Contextual Teaching and Learning (CTL) terhadap kemampuan koneksi matematis siswa dengan hasil uji independent sample t-test yang menunjukkan nilai signifikansi (Sig. 2-tailed) < 0,001. Besar pengaruh pendekatan Contextual Teaching and Learning (CTL) terhadap kemampuan koneksi matematis siswa tergolong sangat besar ditunjukkan oleh nilai effect size Cohen’s d sebesar 1,310. ABSTRACT Mathematical connection skills play an important role for students in understanding mathematics. This study aims to determine the effect and extent of the influence of the Contextual Teaching and Learning (CTL) approach on students' mathematical connection skills. This study is a quantitative experimental study. The research design is a quasi-experiment with a non-equivalent control group design. The research population consists of all 367 students in class X at SMAS Brigjend Katamso II Medan. The sample in this study was selected using cluster random sampling, with class X-2 as the experimental class and class X-1 as the control class, each consisting of 39 students. The research instrument used was a descriptive test of mathematical connection skills in the form of a pretest and posttest. The results of this study indicate that there is an effect of the application of the Contextual Teaching and Learning (CTL) approach on students' mathematical connection skills, with the results of the independent sample t-test showing a significance value (Sig. 2-tailed) < 0.001. The effect of the Contextual Teaching and Learning (CTL) approach on students' mathematical connection skills was very large, as indicated by Cohen's d effect size of 1.310.