PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MEDIA BENDA KONKRET TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIKPADA MATA PELAJARAN MATEMATIKA KELAS V DI SDN 1 MULYOSARI LAMPUNG SELATAN

REZA, ELSIANA (2025) PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MEDIA BENDA KONKRET TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIKPADA MATA PELAJARAN MATEMATIKA KELAS V DI SDN 1 MULYOSARI LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (4MB)
	PDF Restricted to Repository staff only Download (4MB)

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui bahwa pada mata pelajaran matematika dengan menggunakan model contextual teaching and learning (CTL) berbantu media benda konkret dapat meningkatkan kemampuan berpikir kritis peserta didik kelas V di SDN 1 Mulyosari Lampung Selatan. Penelitian ini dilatarbelakangi oleh suatu permasalahan yang peneliti temukan di sekolah, yaitu mayoritas peserta didik yang kurang memahami pelajaran matematika, kurang bisa menyelesaikan masalah secara logis dan sistematis, perserta didik lebih memberikan kesimpulan yang sederhana terhadap suatu masalah serta mereka beranggapan bahwa muatan matematika merupakan pelajaran yang sulit. Pada saat proses belajar mengajar, pendidik menggunakan beberapa model pembelajaran seperti teacher atau student center, ceramah, pemberian tugas serta tanya jawab. Penggunaan model tersebut belum maksimal dalam mengembangkan kemampuan berpikir kritis matematis peserta didik. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian quasy experiment dan desain yang digunakan yaitu pretest-posttest group desain. Sampel pada penelitian ini yaitu peserta didik kelas VA dengan jumlah peserta didik sebanyak 24 peserta didik dan peserta didik di kelas VB dengan julah 24 peserta didik. Kelas yang digunakan sebagai kelas eksperimen ialah kelas VA dan kelas kontrolnya adalah kelas VB di SDN1 Mulyosari Lampung Selatan. Adapun teknik pengumpulan data untuk kemampuan berpikir kritis peserta didik yaitu berupa pemberian pre test dan post-test berupa 15 butir soal essay. Data penelitian kemudian dianalisis dan diuji prasyarat dengan uji normalitas dan homogenitas yang selanjutnya data dianalisis dengan uji-t (independent sample t-test). Berdasarkan hasil penelitian diketahui nilai rata post-test pada kelas ekperimen dengan penggunaan model contextual teaching and learning (CTL) berbantu media benda konkret didapatkan hasil 75,4167. Sedangkan rata-rata nilai post-test pada kelas control dengan penggunaan discovery learning didapatkan hasil 69,375. Hal tersebut terbukti dari hasil analisis data pengujian iii hipotesis dengan hasil yang diperoleh nilai pada sig. (2-tailed) diperoleh yaitu 0,014 < 0,05 maka H0 ditolak dan H1 diterima, sehingga variabel independent berpengaruh signifikan. Hal tersebur berarti bahwa model contextual teaching and learning (CTL) berbantu media konkret berpengaruh signifikan untuk meningkatkan kemampuan berpikir kritis peserta didik kelas V di SDN 1 Mulyosari Lampung Selatan. Kata Kunci: Contextual Teaching and Learning (CTL), Kemampuan Berpikir Kritis, Media Benda Konkret iv ABSRACT This study aims to determine whether the use of the contextual teaching and learning (CTL) model with the aid of concrete objects in mathematics can improve the critical thinking skills of fifth-grade students at SDN 1 Mulyosari, South Lampung. This study was motivated by a problem that researchers found at the school, namely the majority of students who do not understand mathematics lessons, are less able to solve problems logically and systematically, students tend to provide simple conclusions to a problem and they assume that mathematics is a difficult subject. During the teaching and learning process, educators use several learning models such as teacher or student centered, lectures, giving assignments and questions and answers. The use of these models has not been optimal in developing students' mathematical critical thinking skills. This research is a quantitative research with a quasi experimental research type and the design used is a pretest-posttest group design. The sample in this study were students in class VA with a total of 24 students and students in class VB with a total of 24 students. The class used as the experimental class was class VA and the control class was class VB at SDN1 Mulyosari South Lampung. The data collection technique for students' critical thinking skills was in the form of giving a pre-test and post-test in the form of 15 essay questions. The research data were then analyzed and tested for prerequisites with normality and homogeneity tests, then the data were analyzed using a t-test (independent sample t-test). Based on the results of the study, it is known that the average post-test score in the experimental class using the contextual teaching and learning (CTL) model assisted by concrete media was 75.4167. While the average post-test score in the control class using discovery learning was 69.375. This is proven by the results of the hypothesis testing data analysis with the results obtained in sig. (2-tailed) obtained, namely 0.014 <0.05, then H0 is rejected and H1 is accepted, so that the independent variable has a significant effect. This means that the contextual teaching and learning (CTL) model assisted by concrete media has a significant v effect on improving the critical thinking skills of fifth-grade students at SDN 1 Mulyosari, South Lampung. Keywords: Contextual Teaching and Learning (CTL), Critical Thinking Skills, Concrete Object Media

Actions (login required)

View Item