Keefektifan pendekatan contextual teaching learning dan problem solving ditinjau dari prestasi dan kepercayaan diri siswa

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan keefektifan pendekatan Contextual Teaching and Learning (CTL) dan problem-solving ditinjau dari prestasi belajar dan kepercayaan diri. Penelitian ini merupakan penelitian eksperimen semu dengan populasi semua siswa kelas VII SMP Negeri 1 Yogyakarta Tahun Ajaran 2015/2016 yang terdiri dari delapan kelas. Sampel penelitian dipilih secara acak, dari delapan kelas yang ada terpilih dua kelas yaitu VII A dan VII B. Kelas VII A sebagai kelas eksperimen I diajar dengan pendekatan CTL dan kelas VII B sebagai kelas eksperimen II diajar dengan pendekatan problem solving. Instrumen yang digunakan dalam penelitian ini adalah tes prestasi belajar dan angket kepercayaan diri siswa. Data dianalisis menggunakan one sample t-test yakni digunakan untuk menyelidiki keefektifan pendekatan CTL dan problem solving; dan Multivariate Analysis of Variance (Manova), digunakan untuk menyelidiki perbedaan keefektifan antara pendekatan CTL dan problem solving. Temuan penelitian menunjukkan bahwa pendekatan CTL dan problem solving masing-masing efektif ditinjau dari prestasi belajar, tetapi tidak efektif ditinjau dari kepercayaan diri siswa pada pembelajaran materi himpunan kelas VII. Untuk perbedaan keefektifan, hasil temuan menunjukkan bahwa tidak terdapat perbedaan keefektifan antara pendekatan CTL dan problem solving ditinjau dari prestasi belajar dan kepercayaan diri.

The effectiveness of the CTL and problem-solving approaches in terms of the achievement and self-confidence

Abstract

The purpose of this study is to describe the effectiveness of Contextual Teaching and Learning (CTL) and problem-solving approaches in terms of achievement and self-confidence. This study was quasi-experiment research with the entire population of the seventh-grade students of State Junior High School 1 Yogyakarta in 2015/2016 which consisted of eight classes. The research sample classes VIIA and VII B were randomly selected from the eight classes. Class VII A as the experiment class I was taught by using the CTL approach and class VII B as the experiment class II was taught by using the problem-solving approach. The instruments of the study were an achievement test and the students’ self-confidence questionnaire. The data were analyzed using a one-sample t-test to investigate the effectiveness of CTL and problem-solving approach; and Multivariate Analysis of Variance (Manova), to investigate the difference between the effectiveness of CTL and problem-solving approaches. The research findings indicate that the CTL and problem-solving approaches each are effective in term of achievement, but it’s not effective in term of and self-confidence in the teaching of the set topic to the seventh-grade students. For differences ineffectiveness, the findings indicate that there is no difference between the CTL and problem-solving approaches in terms of students’ achievement and self-confidence.