Improving understanding of mathematical concepts through Contextual Teaching and Learning (CTL): A case study at junior high school 14 Pematangsiantar
DOI:
https://doi.org/10.33474/jpm.v11i1.23382Keywords:
Concept Understanding, Contextual Teaching and Learning, Fractions, Junior High School, Quantitative ResearchAbstract
Problem solving is a sequence of mental processes for resolving an issue varying from comprehending the problem to reassessing the outcomes of addressing the problem. The purpose of this study was to determine the mathematical problem-solving abilities of students with high, medium, and low metacognitive approaches. This investigation is a descriptive study using a qualitative method. The participants in this research were students of the 10th grade of Maarif Lawang High School, comprising 6 individuals. Data gathering methods in the shape of assessments and paired discussions. Data interpretation methods are carried out through data collection, data compression, data display, and inference drawing. The findings revealed that learners in the high category fulfilled all signs ranging from the first to the fourth, and learners in the moderate categories fulfilled one to three signs on each query. In contrast, learners in the low category only met one distinct sign on each provided query. The inference is that learners in the high category fulfill all metacognitive signs, learners in the moderate category fulfill only three signs, and learners in the low category fulfill various signs. Recommendations for future researchers are encouraged to conduct further investigations with progressively extensive and diverse participants to ensure the acquired information is more comprehensive.
References
Aruan, N. F., Panjaitan, D. F., Aruan, E. F., & Manik, E. (2022). Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Pemahaman Konsep Matematika Siswa Kelas VII SMP Swasta Imelda Medan. SEPREN: Journal of Mathematics Education and Applied, 16–25. https://doi.org/https://doi.org/10.36655/sepren.v3i2
Chotijah, S., & Susanto, A. (2019). Efektivitas Contextual Teaching and Learning (CTL) dalam Meningkatkan Pemahaman Konsep Peserta Didik. Jurnal Tadris Matematika, 2(2), 195–206. https://doi.org/https://doi.org/10.21274/jtm.2019.2.2.195-206
Damhudi, D., Fakhruddin, & Idris, M. (2023). Pendekatan Contextual Teaching Learning Dalam Meningkatkan Kreativitas Belajar Pada Pembelajaran Akidah Akhlak Di Min 1 Lebong. Jurnal Literasiologi, 9(3), 29–41. https://doi.org/https://doi.org/10.47783/literasiologi.v9i2
Fauziyah, R. I., Sutriyani, W., & Zumrotun, E. (2023). Efektivitas Model Contextual Teaching and Learning (Ctl) Berbantuan Media Papan Pintar Terhadap Hasil Belajar Matematika SD. JagoMIPA: Jurnal Pendidikan Matemaika dan IPA, 4(2), 407–417. https://doi.org/https://doi.org/10.53299/jagomipa.v4i2.717
Fitria, R., Zulhendri, & Ediputra, K. (2024). Pengaruh Pendekatan Contextual Teaching and Learning terhadap Kemampuan Pemahaman Konsep Matematis Peserta Didik SMA. Jurnal Pendidikan Mipa, 14(1), 99–107. https://doi.org/https://doi.org/10.37630/jpm.v14i1.1478
Iba, Z., & Wardhana, A. (2023). Transformasi Data Ordinal Ke Data Interval. Eureka Media Aksara.
Kumanireng, N. L., Dhiki, Y. Y., & Mbagho, H. M. (2024). Efektivitas Contextual Teaching and Learning Terhadap Hasil Belajar Matematika Siswa. Jupıka: Jurnal Pendidikan Matematika Universitas Flores, 7(1), 62–69. https://doi.org/https://doi.org/10.37478/jupika.v7i1.3174
Nababan, D. (2023). Pemahaman Model Pembelajaran Kontekstual dalam Model Pembelajaran (CTL). Jurnal Pendidikan Sosial Dan Humaniora, 2(2), 825–837. https://doi.org/https://publisherqu.com/index.php/pediaqu/article/view/190
Neno, W. A., Daniel, F., & Taneo, P. N. L. (2020). Pemahaman Konsep Matematis Siswa pada Pembelajaran dengan Pendekatan CTL. Pembelajar: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran, 4(1), 12–16. https://doi.org/10.26858/pembelajar.v4i1.12356
Novitri, R., & Roza, S. (2022). Pengaruh Model Pembelajaran Contextual Teaching And Learning (CTL) Terhadap Hasıl Belajar Matematıka di Kelas V SDN 12 2x11 Enam Lıngkung. Jurnal Pendidikan Nasional, 2(1), 29–35. https://doi.org/https://doi.org/10.55249/jpn.v2i1.21
Pendong, D. F. (2022). Pembelajaran Botani Tumbuhan Tinggi Berbasis Contextual Teaching and Learning dan Penilaian Diri. CV. Bintang Semesta Media.
Prastawati, T. T., & Mulyono, R. (2023). Peran Manajemen Pembelajaran Dalam Meningkatkan Prestasi Belajar Siswa Melalui Penggunaan Alat Peraga Sederhana. Didaktik : Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 9(1), 378–392. https://doi.org/https://doi.org/10.36989/didaktik.v9i1.709
Radiusman, R. (2020). Studi Literasi: Pemahaman Konsep Anak Pada Pembelajaran Matematika. Fibonacci: Jurnal Pendidikan Matematika dan Matematika, 6(1), 1–8. https://doi.org/https://dx.doi.org/10.24853/fbc.6.1.1-8
Setiani, N., Roza, Y., & Maimumah. (2022). Analisis Kemampuan Siswa Dalam Pemahaman Konsep Matematis Materi Peluang Pada Siswa SMP. Jurnal Cendekia: Jurnal Pendidikan Matematika, 06(02), 2286–2297. https://doi.org/https://doi.org/10.31004/cendekia.v6i2.1476
Siregar, B. H., & Azis, Y. K. (2022). Pengembangan BahanAjar Digital Berbasis Pendekatan Saintifik Terhadap Kemampuan Pemahaman Konsep Matematis Siswa di SMP Negeri 38 Medan. Ruang Cendekia : Jurnal Pengabdian Kepada Masyarakat, 1(4), 257–265. https://doi.org/https://doi.org/10.55904/ruangcendekia.v1i4.407
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Putri Nazwa, Dian Elita Apriani, Gusti Magdalena Br. Siburian, Romaulika Situmorang, Septri Amelia Simamora, Yarti Melvina Rambe, Yesnita Aprilia , Budi Halomoan Siregar
This work is licensed under a Creative Commons Attribution 4.0 International License.
_-_Copy.jpg)
.jpg)
.jpg)
.jpg)
