ABSTRAK
Penelitian ini bertujuan untuk mengetahui ada atau tidak adanya (1) Perbedaan pengaruh antara penggunaan pendekatan CTL (Contextual Teaching and Learning) melalui metode eksperimen dan demonstrasi terhadap kemampuan kognitif Fisika siswa, (2) Perbedaan pengaruh antara kemampuan awal siswa kategori tinggi, sedang, dan rendah terhadap kemampuan kognitif Fisika siswa, (3) Interaksi antara pengaruh penggunaan pendekatan CTL (Contextual Teaching and Learning) dan kemampuan awal terhadap kemampuan kognitif Fisika siswa.
Penelitian ini menggunakan metode eksperimen dengan desain faktorial (2 x 3). Populasi dalam penelitian ini adalah seluruh siswa kelas X semester II SMA Muhammadiyah 1 Karanganyar Tahun Ajaran 2014/2015. Sampel diambil dengan teknik random sampling. Sampel yang diambil terdiri dari dua kelas yakni kelas X-5 berjumlah 41 siswa sebagai kelas eksperimen dan kelas X-6 berjumlah 41 siswa sebagai kelas kontrol. Teknik pengumpulan data yang digunakan adalah teknik tes dan teknik dokumentasi. Teknik tes digunakan untuk memperoleh data kemampuan awal siswa sebelum diberi pembelajaran pada sub pokok materi Pemantulan dan Pembiasan Cahaya serta data kemampuan kognitif Fisika siswa pada sub pokok materi Alat Optik setelah diberi pembelajaran. Teknik dokumentasi digunakan untuk mengetahui keadaan awal siswa pada kedua kelas. Data dianalisis menggunakan anava dua jalan dengan isi sel tak sama.
Berdasarkan hasil analisis data penelitian dan pembahasan dapat disimpulkan bahwa: (1) Ada perbedaan pengaruh antara penggunaan pendekatan CTL (Contextual Teaching and Learning) melalui metode eksperimen dan demonstrasi terhadap kemampuan kognitif Fisika siswa(F_A  = 4.8479 > F_tabel ?=F?_(0.05;1;76)=3.15), (2) Ada perbedaan pengaruh antara kemampuan awal siswa kategori tinggi, sedang, dan rendah terhadap kemampuan kognitif Fisika siswa (F_B= 15.4905 > F_tabel ?=F?_(0.05;2;76)=3.15), (3) Tidak ada interaksi antara pengaruh penggunaan pendekatan CTL (Contextual Teaching and Learning) dan kemampuan awal terhadap kemampuan kognitif Fisika siswa (F_AB=1.8103 < ?F_tabel=F?_(0.05;2;76)=3.15).
Kata kunci : pendekatan CTL, kemampuan awal, metode eksperimen, metode demonstrasi
ABSTRACT
The research aims to find out about there is or not: (1) the difference between the use CTL (Contextual Teaching and Learning) approach by experimental and demonstration methods forward student’s cognitive capability (in the subject matter of optical tools), (2) the difference effect between the higher, medium, and lower capability forwards student’s cognitivecapability (in the subect matter of optical tools), and (3) the interaction of effect between the use of CTL (Contextual Teaching and Learning)  approach and the student’s early capability towards student’s cognitive capability.
The research used an experimental method. The experimental designed used was (2x3) factorial design. The population of research was the second semester X grade students of Muhammadiyah 1 Karanganyar Senior High School in the school year of 2014/2015. Consisting of two classes, the sampling technique used was random sampling. The sampling taken in the research consisted of two classes : X-5 and X-6. Class X-5 consists of 41 students as experimental class and class X-6 consist of 41 students as control class. Techniques of collecting data used were test and documentation. The test technique was used to obtain the data on the student’s early capability taken from score test in the subdivision subject matter of Reflection and Refraction of the Light and to obtain the data on the student’s physics cognitive capability in the subject matter of Optical Tools. The documentation technique was used to obtain the data on the student’s early condition. Technique of analyzing data used two-way anava with different cell.
Based on the result of research, it can be concluded that: (1) there is an difference effect of using CTL approach by experimental and demonstration methods. The used of CTL (Contextual Teaching and Learning) approach by experimental method has a better competence than the ones with demonstration method (F_A  = 4.8479 > F_tabel ?=F?_(0.05;1;76)=3.15). (2) There is and difference effect between the higher, medium, and lower student’s early capability gives better effect than the medium and the lower ones (F_B= 15.4905 > F_tabel ?=F?_(0.05;2;76)=3.15). (3) There is no interaction between the use CTL (Contextual Teaching and Learning) approach by experimental and demonstration methods and the student’s early capability towards student’s early cognitive capability (F_AB=1.8103 < ?F_tabel=F?_(0.05;2;76)=3.15).
Keywords : CTL aprroach, early capability, experimental method, demonstration method