Learning Mathematics with Contextual Approach to Improve Outcomes Learning Maths in Vocational High School

Ani Ainun Masruroh; Rani Oktaviani; Sri Islami Kulsum; M. Afrilianto

doi:10.31764/jtam.v4i1.1870

Learning Mathematics with Contextual Approach to Improve Outcomes Learning Maths in Vocational High School

Ani Ainun Masruroh, Rani Oktaviani, Sri Islami Kulsum, M. Afrilianto

Abstract

This research aims to improve student learning outcomes on mathematics learning by using a contextual approach. This research is a Class Action Research (CAR) conducted at one of the vocational schools (SMK) in X-class areas of focus on Automation of Governance and Office 3. The research instruments used in this study are (1) tests consisting of pre-test and post-test of the concept of Sigma notation and infinite series; and (2) the use of an observation sheet for teachers and students as a condition of measuring action execution. The procedure of the study consists of (1) planning, (2) The implementation of Action, (3) observation, (4) evaluation, and (5) reflection. The test results showed that there was an increase in pre-test and post-test results of 19.33%. Obviously, this shows that students ' learning outcomes on math learning are increasing after learning using a contextual approach.

Keywords

Action Research; Contextual Approach; Learning Outcomes.

Full Text:

Download [PDF]

References

Anwar, H. (2017). Hasil Belajar Barisan dan Deret Aritmatika Melalui Pembelajaran Skrip Kooperatif. Jurnal Penelitian Tindakan Dan Pendidikan, 3(2), 113–122.

Arikunto, S., Suhardjono, & Supardi. (2015). Penelitian Tindakan Kelas (Revisi; Suryani, Ed.). Jakarta: PT Bumi Aksara.

Arviv-Elyashiv, R., & Gal, A. (2017). Hierarchy of Needs of Persistent Mathematics and Science Teachers. American Journal of Educational Research, 5(7), 683–693. https://doi.org/10.12691/education-5-7-1

Bevir, M. (2011). The Contextual Approach. In The Oxford Handbook of the History of Political Philosophy. https://doi.org/10.1093/oxfordhb/9780199238804.003.0001

Davtyan, R. (2014). Contextual Learning. ASEE 2014 Zone I Conference, University of Bridgeport. United State of America.

Ekowati, C. K., Darwis, M., Upa, H. M. D. P., & Tahmir, S. (2015). The Application of Contextual Approach in Learning Mathematics to Improve Students Motivation At SMPN 1 Kupang. International Education Studies, 8(8), 81–86. https://doi.org/10.5539/ies.v8n8p81

Felmer, P., Pehkonen, E., & Kilpatrick, J. (2016). Posing and Solving Mathematical Problems : Advances and New Perspectives. In Springer Nature. https://doi.org/10.1007/978-3-319-28023-3_20

Hendriana, H., & Afrilianto, M. (2014). Pengabdian bagi Guru Penelitian Tindakan Kelas suatu Karya Tulis Ilmiah (Cetakan Pe; D. Sumayyah, Ed.). Bandung: PT Refika Aditama.

Hoogland, K., Pepin, B., de Koning, J., Bakker, A., & Gravemeijer, K. (2018). Word Problems Versus Image-rich Problems: an Analysis of Effects of Task Characteristics on Students’ Performance on Contextual Mathematics Problems. Research in Mathematics Education, 20(1), 37–52. https://doi.org/10.1080/14794802.2017.1413414

Kartikaningtyas, V., Kusmayadi, T. A., & Riyadi, R. (2018). The effect of brain based learning with contextual approach viewed from adversity quotient. Journal of Physics: Conference Series, 1022(1). https://doi.org/10.1088/1742-6596/1022/1/012014

Oktavianingsih, Maharani, & Wahyuni. (2019). Analisis kesalahan dalam menyelesaikan soal barisan dan deret berdasarkan kategori watson. Gema Wiralodra, 10(2), 253–262.

Palengka, I. (2014). Efektivitas Pendekatan Kontekstual untuk Meningkatkan Hasil Belajar Siswa Kelas VIII SMP Kristen Kandora. Jurnal KIP, III(2), 575–581.

Panjaitan, D. J. (2016). Penerapan Pendekatan Contextual Teaching and Learning (CTL) untuk Meningkatkan Hasil Belajar Statistik. Jurnal Penelitian Pendidikan MIPA, Vol. 1(No. 1).

Selvianiresa, D., & Prabawanto, S. (2017). Contextual Teaching and Learning Approach of Mathematics in Primary Schools. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012171

Sjukur, S. B. (2013). Pengaruh Blended Learning terhadap Motivasi Belajar dan Hasil Belajar Siswa di Tingkat SMK. Jurnal Pendidikan Vokasi, 2(3), 368–378. https://doi.org/10.21831/jpv.v2i3.1043

Su, H. F. H. “Angie,” Ricci, F. A., & Mnatsakanian, M. (2015). Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition. International Journal of Research in Education and Science, 2(1), 190. https://doi.org/10.21890/ijres.57796

Sumadiasa, I. G. (2014). Analisis Kesalahan Siswa Kelas VIII SMP Negeri 5 Dolo dalam Menyelesaikan Soal Luas Permukaan dan Volume Limas. Jurnal Elektronik Pendidikan Matematika Tadulako, Volume 01(No. 2), 184–207.

Sutrisno, V. L. P., & Siswanto, B. T. (2016). Faktor-Faktor yang Mempengaruhi Hasil Belajar Siswa Pada Pembelajaran Praktik Kelistrikan Otomotif SMK di Kota Yogyakarta. Jurnal Pendidikan Vokasi, 6(1), 111. https://doi.org/10.21831/jpv.v6i1.8118

Taleb, Z., Ahmadi, A., & Musavi, M. (2015). The Effect of M-learning on Mathematics Learning. Procedia - Social and Behavioral Sciences, 171, 83–89. https://doi.org/10.1016/j.sbspro.2015.01.092

Ter Berg, T., & Van Der Brugge, E. (2013). Teaching Critical Thinking With Rationale. 7th International Technology, Education and Development Conference, 5145–5150.

DOI: https://doi.org/10.31764/jtam.v4i1.1870