| Abstrakt: |
This research was motivated by the observation of mathematical learning activities in class IX-D SMPN 1 9 Malang. The learning model used seems monotonous and makes students feel bored and afraid to ask questions and express opinions, and only some students dominate learning activities. As a result, the understanding of mathematical concepts of students in the class IX-D SMPN 19 Malang is very lacking. Thus, the purpose of this study is to describe the application of CTL that can improve the understanding of mathematical concepts of SMPN 19 Malang students on the subject of similarity and congruence. This study is a class action study. Thus, the steps taken each cycle are 1) Planning actions, 2) Implementation of actions, 3) Observation, and 4) Reflection. The results of this study describe that the steps of the CTL model are: 1) Constructivism, teachers provide contextual problems or problems that occur in the student environment; 2) Questioning, teachers give students the opportunity to ask about the problems given; 3) inquiry, teachers design teaching materials that allow students to find their own concepts, 4) Learning Community, teachers divide students in class into groups, 5) Modeling, the teacher directs the student to present the results of his group, 6) Reflection, teachers and students write reflections on concepts, 7) Authentic assessment, on CTL assessment emphasises more on the learning process. As a result, the percentage of student learning activities and teacher teaching activities at the end of the cycle is in the high category, where the percentage of student activity is 62.6%, the percentage of teacher activity is 88%, and the percentage of student concept comprehension test results is 73.33%. The application of CTL (Contextual Teaching and Learning) is able to improve the understanding of students' mathematical concepts in the material of the partnership and revival of class IX-D of State Junior High School 19 Malang. [ABSTRACT FROM AUTHOR] |
