The use of contextual teaching approach and Learning (ctl) to increase power and squared root in Sd negeri 21 kapuh kecamatan koto xi tarusan

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Yasrimar Yasrimar

Abstract

Based on the observations of researchers
on learning outcomes powers and simple roots in
class V SD Negeri 21 Kapuh District of Koto XI
Tarusan yet still not maximized. This is because
the learning process is more often focused on
teachers alone. the purpose of this study is to
describe and obtain information about the
learning powers and simple roots by using CTL
approach to improve student learning outcomes
that include planning, implementation and
learning outcomes.
The approach used classroom action
research is qualitative and quantitative
approaches. A qualitative approach is an
approach that produces descriptive data in the
form of written words while the quantitative
approach is a research approach that emphasizes
the numeric data (numbers). This type of
research is classroom action research. By using
action research design that includes planning,
implementation, observation and reflection.
This study showed an increase in student
learning outcomes in learning powers and simple
roots by using CTL approach. It can be seen
from the ability of teachers to design lesson plan
first cycle of 67.85% and 78.57%. Cycle II
92.85% and 92.85%. Teacher activity cycle I
57.14% and 82.14%, 85.71% and cycle II
92.85%. Student activity cycle I 67.85% and
78.57%. Cycle II 85.71% and 92.85%. The
results of students in the first cycle on the
cognitive aspects of 66.17 and 70.03, 73.33 and
72.22 affective, psychomotor 73.89 and 73.61. In
the second cycle on the cognitive aspects of
80.50 and 85.57, 76.67 and 91.11 affective,
psychomotor 83.89 and 91.11. This indicates that
the CTL approach can improve student learning
outcomes in learning powers and simple roots.

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How to Cite
Yasrimar, Y. (2017). The use of contextual teaching approach and Learning (ctl) to increase power and squared root in Sd negeri 21 kapuh kecamatan koto xi tarusan. Jurnal Ilmiah Pendidikan Scholastic, 1(1), 198-208. https://doi.org/10.36057/jips.v1i1.299
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