Eksperimentasi Strategi Pembelajaran Matematika Berbasis Masalah (Problem Solving) dan Kontekstual (Contextual Teaching And Learning) Ditinjau Dari Gaya Belajar Siswa di Kota Surakarta

Oleh :
Vera Mandailina - S850809019 -

Tujuan penelitian ini adalah (1) Untuk mengetahui keefektifan strategi pembelajaran Problem Solving dan strategi pembelajaran CTL terhadap prestasi belajar matematika siswa, (2) Untuk mengetahui prestasi belajar matematika mana yang lebih baik siswa dengan gaya belajar siswa auditorial, kinestetik, atau visual, (3) Untuk mengetahui pada strategi pembelajaran Problem Solving, mana yang lebih baik prestasi belajar matematika siswa dengan gaya belajar auditorial, kinestetik, atau visual, (4) Untuk mengetahui pada strategi pembelajaran CTL, mana yang lebih baik prestasi belajar matematika siswa dengan gaya belajar auditorial, kinestetik, atau visual, (5) Untuk mengetahui pada siswa dengan gaya belajar auditorial, mana yang memberikan prestasi belajar lebih baik, strategi pembelajaran Problem Solving atau strategi pembelajaran CTL, (6) Untuk mengetahui pada siswa dengan gaya belajar kinestetik, mana yang memberikan prestasi belajar lebih baik, strategi pembelajaran Problem Solving atau strategi pembelajaran CTL, (7) Untuk mengetahui pada siswa dengan gaya belajar, mana yang memberikan prestasi belajar lebih baik, strategi visual pembelajaran Problem Solving atau strategi pembelajaran CTL. Jenis penelitian ini adalah penelitian eksperimental semu. Populasi penelitian adalah seluruh siswa kelas VII SMP Kota Surakarta Tahun Pelajaran 2010/2011. Pengambilan sampel menggunakan Stratified Cluster Random Sampling. Ukuran sampel pada penelitian ini adalah 191 siswa. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode dokumentasi, metode angket, dan metode tes. Instrumen yang digunakan untuk mengetahui prestasi belajar matematika adalah tes pilihan ganda. Adapun instrumen yang digunakan untuk mengetahui gaya belajar siswa adalah berupa angket. Untuk uji pendahuluan yaitu uji keseimbangan menggunakan uji t, dan sebagai prasyarat uji t adalah uji normalitas menggunakan uji Lilliefors, dan uji homogenitas menggunakan uji Bartlett. Teknik analisis data pada penelitian ini menggunakan Anava dua jalan dengan sel tak sama, prasyarat analisis menggunalan uji Lilliefors untuk uji normalitas, uji homogenitas menggunakan uji Bartlett, dengan taraf signifikansi (α) = 5%. Kesimpulan dari penelitian ini adalah: (1) Prestasi belajar matematika siswa dengan strategi pembelajaran problem solving lebih baik dibandingkan dengan prestasi belajar matematika siswa dengan strategi pembelajaran CTL, (2) Prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar kinestetik, prestasi belajar matematika siswa dengan gaya belajar kinestetik sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, (3) Pada kelompok siswa dengan strategi pembelajaran problem solving, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar kinestetik, prestasi belajar matematika siswa dengan gaya belajar kinestetik sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, (4) Pada kelompok siswa dengan strategi pembelajaran CTL, prestasi belajar matematika siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar kinestetik, prestasi belajar matematika siswa dengan gaya belajar kinestetik sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, siswa dengan gaya belajar auditorial sama dengan prestasi belajar matematika siswa dengan gaya belajar visual, (5) Pada kelompok siswa dengan gaya belajar auditorial, prestasi belajar matematika siswa dengan strategi pembelajaran problem solving lebih baik dibandingkan dengan prestasi belajar matematika siswa dengan strategi pembelajaran CTL, (6) Pada kelompok siswa dengan gaya belajar kinestetik, prestasi matematika siswa dengan strategi pembelajaran problem solving lebih baik dibandingkan dengan prestasi belajar matematika siswa dengan strategi pembelajaran CTL, (7) Pada kelompok siswa dengan gaya belajar visual, prestasi belajar matematika siswa dengan strategi pembelajaran problem solving lebih baik dibandingkan dengan prestasi belajar matematika siswa dengan strategi pembelajaran CTL. Kata Kunci: Strategi Pembelajaran, Problem Solving, CTL, Prestasi belajar matematika, Gaya Belajar. The objectives of the research are to investigate: (1) how effective the problem-solving and contextual learning strategies are towards the students’ learning achievement in Mathematics; (2) among the groups of students with the auditory, kinesthetic, and visual learning styles, which group of the students has a better learning achievement in Mathematics; (3) in the problem-solving learning strategy, among the groups of students with the auditory, kinesthetic, and visual learning styles, which group of students has a better learning achievement in Mathematics; (4) in the contextual learning strategy, among the groups of the students with the auditory, kinesthetic, and visual learning styles, which group of students has a better learning achievement in Mathematics; (5) towards the group of students with auditory learning style, of the problem-solving and contextual learning strategies, which learning strategy contributes better to the students’ learning achievement in Mathematics; (6) towards the group of students with the visual learning style, of the problem-solving and contextual learning strategies, which learning strategy contributes better to the students’ learning achievement in Mathematics; and (7) towards the group of students with the kinesthetic learning style, of the problem-solving and contextual learning strategies, which learning strategy contributes better to the students’ learning achievement in Mathematics. The research used a quasi-experimental research method. Its population was all of the students in Grade VII of Junior Secondary Schools in Surakarta city in the academic year of 2010/2011. The samples of the research were 191 students and were taken by using stratified cluster random sampling technique. The data of the research were gathered through documentation, questionnaire, and test. The test was multiple-choice test in order to investigate the students’ learning achievement in Mathematics. The students’ learning styles were identified by using the questionnaire. The preliminary test, that is, balance test, used t-test, and the pre-requisite tests of the t-test were normality and homogeneity tests. The normality test used Liliefors’s formula, and the homogeneity test used Bartlett’s test at the significance level of (α) = 5%. The data of the research were analyzed by using a two-way analysis of variance with unequal cells. Based on the results of the research, conclusions are drawn that: (1) the learning achievement in Mathematics of the group of students taught with the Problem-Solving learning strategy is better than that of the group of students taught with the Contextual learning strategy; (2) the learning achievement in Mathematics of the group of students with the auditory learning style is the same as that of the group of students with the kinesthetic learning style, the learning achievement in Mathematics of the group of students with the kinesthetic learning style is the same as that of the group of students with the visual learning style, and the learning achievement in Mathematics of the group of students with the auditory learning style is the same as that of the group of students with the visual learning style; (3) towards the group of students taught with the problem-solving learning strategy, the learning achievement in Mathematics of the group of students with the auditory learning style is the same as that of the group of students with the kinesthetic learning style, the learning achievement in Mathematics of the group of students with the kinesthetic learning style is the same as that of the group of students with the visual learning style, and the auditory learning style is the same as that of the group of students with the visual learning style; (4) towards the group of students taught with the contextual learning strategy, the learning achievement in Mathematics of the group of students with the auditory learning style is the same as that of the group of students with the kinesthetic learning style, the learning achievement in Mathematics of the group of students with the kinesthetic learning style is the same as that of the group of students with the visual learning style, and the auditory learning style is the same as that of the group of students with the visual learning style; (5) towards the group of students with the auditory learning style, the learning achievement in Mathematics of the group of students taught with the problem-solving learning strategy is better than that of the students taught with the contextual learning strategy; (6) towards the group of students with the kinesthetic learning style, the learning achievement in Mathematics of the group of students taught with the problem-solving learning strategy is better than that of the group of students taught with the contextual learning strategy; and (7) towards the group of students with the visual learning style, the learning achievement in Mathematics of the students taught with the problem-solving learning strategy is better than that of the group of students taught with the contextual learning strategy. Keywords: Learning strategy, problem-solving, contextual, the students’ learning