PERBEDAAN KEMAMPUAN KONEKSI MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA YANG MENDAPATKAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING DAN CONNECTING, ORGANIZING, REFLECTING, EXTENDING

Abstract

Abstrak

Tujuan penelitian ini untuk mengetahui perbedaan kemampuan koneksi matematis siswa yang mendapatkan model pembelajaran CTL dan CORE serta untuk mengetahui perbedaan kemandirian belajar siswa yang mendapatkan model pembelajaran CTL dan CORE. Populasi dalam penelitian ini adalah siswa SMPN 1 Garut. Sampel dipilih berdasarkan teknik purpose sampling yaitu kelas VIII E sebagai kelas eksperimen I dan kelas VIII D sebagai kelas eksperimen II. Hasil penelitian ini menunjukan bahwa: (1) Tidak terdapat perbedaan kemampuan koneksi matematis antara siswa yang mendapatkan model pembelajaran CTL dan CORE. (2) Kualitas peningkatan kemampuan koneksi matematis siswa di kelas yang mendapatkan model pembelajaran CTL berdasarkan hasil analisis data gain ternormalisasi memperoleh interpretasi rendah. (3) Kualitas peningkatan kemampuan koneksi matematis siswa di kelas yang mendapatkan model pembelajaran CORE berdasarkan hasil analisis data gain ternormalisasi memperoleh interpretasi sedang. (4) Terdapat perbedaan kemandirian belajar antara siswa yang mendapatkan model pembelajaran CTL dan CORE. (5) Kemandirian belajar jika dilihat secara umum terhadap model pembelajaran CTL, dari masing-masing indikator dan skala sikap tiap individu menunjukan interpretasi cukup. (6) Kemandirian belajar jika dilihat secara umum terhadap model pembelajaran CORE, dari masing-masing indikator dan skala tiap individu menunjukan interpretasi cukup.

Kata Kunci: Kemampuan Koneksi Matematis, Kemandirian Belajar, Model Pembelajaran CTL, Model Pembelajaran CORE.

Abstract

The purpose of this study is to determine differences in mathematical connection ability of students who get the CTL learning model and students who get the CORE learning model and to determine differences in learning independence of students who get the CTL learning model and students who get the learning model of CORE. The population in this study were students of SMPN 1 Garut. Samples were selected based on two classes of purpose sampling techniques, namely class VIII E as an experimental class I and class VIII D as an experimental class II. The results of this study indicate that: (1) There is no difference in mathematical connection ability between students who get the CTL and CORE learning models. (2) The quality of improving the mathematical connection ability of students in the class who get the CTL learning model based on the results of the normalized gain data analysis gets low interpretation. (3) The quality of improving the mathematical connection ability of students in the class who get the CORE learning model based on the results of the normalized gain data analysis gets a moderate interpretation. (4) There is a difference in learning independence between students who get the CTL and CORE learning models. (5) Learning independence if seen in general towards the CTL learning model, from each indicator and the scale of each individual's attitude shows adequate interpretation. (6) Learning independence when viewed in general terms from the CORE learning model, from each indicator and the scale of each individual shows adequate interpretation.

Keywords: Mathematical Connection Ability, Learning Independence, CTL Learning Model, , Organizing, Reflecting, Extending.