THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL TOWARD STUDENTS MATHEMATICAL CONCEPT COMPREHENSION ABILITY DERIVED FROM MATHEMATICAL DISPOSITION AT JUNIOR HIGHT SCHOOL
Abstract
This research aims to determine whether or not there is an influence of the application of the Contextual Teaching and Learning (CTL) learning model on junior high school students' understanding of mathematical concepts, taking into account their mathematical disposition. This research uses an experimental approach with a factorial design. The research population consisted of all class VII students of SMP Negeri 15 Pekanbaru in the 2023/2024 academic year. The sample was selected using the cluster random sampling method, with class VII.6 as the experimental class and class VII.7 as the control class. Data was collected through tests, questionnaires and observations, and analyzed using a two-way ANOVA test. The results of the analysis show that: 1) There is a significant difference in the ability to understand mathematical concepts between students who take CTL learning and students who take conventional learning. 2) There are differences in the ability to understand mathematical concepts between students who have high, medium and low mathematical dispositions. 3) No significant interaction was found between the CTL learning model and mathematical disposition on students' ability to understand mathematical concepts. Thus, it can be concluded that the Contextual Teaching and Learning (CTL) learning model influences the ability to understand mathematical concepts in terms of the mathematical disposition of junior high school students.
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