Penulis / NIM
NAZLI MAKARIM / 151416196
Program Studi
S1 - PENDIDIKAN GURU SEKOLAH DASAR
Pembimbing 1 / NIDN
- ISMAIL PIOKE, S.Pd, M.Pd / 0024105703
Pembimbing 2 / NIDN
Dra SAMSIAR RIVAI, S.Pd, M.Pd / 0018025904
Abstrak
ABSTRAK
Nazli Makarim, 2020. Pengaruh Model Contextual Teaching And Learning (CTL) Terhadap Hasil Belajar Penjumlahan Bilangan Cacah Pada Siswa Kelas I SDN 97 Sipatana. Skripsi, Jurusan Pendidikan Guru Sekolah Dasar Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo Pembimbing I Ismail Pioke, S.Pd, M.Pd, dan dan Pembimbing II Dra. Samsiar Rivai, S.Pd,M.Pd.
Masalah dalam penelitian ini adalah ƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚ƒƒ‚ƒƒ‚ƒƒ‚‚ƒƒ‚ƒƒ‚‚ƒƒ‚ƒƒ‚‚ƒƒ‚ƒƒ‚‚..."Apakah terdapat pengaruh model Contextual Teaching and Learning (CTL) terhadap hasil belajar penjumlahan bilangan cacah pada siswa kelas I SDN 97 Sipatanaƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚ƒƒ‚ƒƒ‚ƒƒ‚‚ƒƒ‚ƒƒ‚‚ƒƒ‚ƒƒ‚‚ƒƒ‚ƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚‚ƒƒ‚. Adapun tujuan penelitian ini, untuk mengetahui pengaruh penggunaan model Contextual Teaching and Learning (CTL) terhadap hasil belajar penjumlahan bilangan cacah pada siswa kelas I SDN 97 Sipatana. Penelitian ini merupakan jenis penelitian deskripsi kuantitatif dengan menggunakan desain Pre-experimental One Group Pretest-posttest. Pengambilan sampel dilakukan dengan menggunakan sampling jenuh, artinya semua anggota populasi dijadikan sampel. Sehingga sampel pada penelitian ini adalah seluruh siswa kelas I sebanyak 20 siswa. Tehnik pengumpulan data dilakukan dengan menggunakan tes : uji validitas, uji reliabilitas, uji normalitas dan uji hipotesis menggunakan uji t.
Hasil penelitian menunjukkan t_hitung = 3.53 dan t_(tabel ) = 2.08 t_hitung lebih besar dari t_(tabel ) (3,53 > 2,08), dengan derajat kebebasan (db) = 19. untuk taraf signifikan ƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚ƒƒ‚ƒƒ‚ƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚‚ƒƒ‚ = 0,05%, maka hasilnya signifikan. Sehingga H_O ditolak dan H_a diterima. Dengan demikian disimpulkan bahwa terdapat pengaruh model Contextual Teaching and Learning (CTL) terhadap hasil belajar penjumlahan bilangan cacah pada siswa kelas I SDN 97 Sipatana.
Kata Kunci : Contextual Teaching and Learning (CTL), hasil belajar, penjumlahan, bilangan cacah.
ABSTRACT
Nazli Makarim, 2020. The Influence of the Contextual Teaching And Learning (CTL) Model on Learning Outcomes of Summing Count Numbers in Class I Students of SDN 97 Sipatana. Thesis, Department of Elementary School Teacher Education, Faculty of Education, Gorontalo State University Supervisor I Ismail Pioke, S.Pd, M.Pd, and Supervisor II Dra. Samsiar Rivai, S.Pd, M.Pd.
The problem in this study is "Is there an effect of the Contextual Teaching and Learning (CTL) model on the learning outcomes of counting numbers in grade I SDN 97 Sipatana". The purpose of this study was to determine the effect of using the Contextual Teaching and Learning (CTL) model on the learning outcomes of counting numbers in grade I SDN 97 Sipatana students. This research is a type of quantitative descriptive research using the Pre-experimental One Group Pretest-posttest design. Sampling was carried out using saturated sampling, meaning that all members of the population were sampled. So that the sample in this study were all students of class I as many as 20 students. Data collection techniques were carried out using tests: validity test, reliability test, normality test and hypothesis testing using the t test.
The results showed t_count = 3.53 and t_ (table) = 2.08 t_count is greater than t_ (table) (3.53> 2.08), with degrees of freedom (db) = 19. for a significant level ƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚ƒƒ‚ƒƒ‚ ƒƒ‚‚ƒ‚ƒ‚ƒ‚ƒƒ‚‚ƒƒ‚ = 0.05% , then the results are significant. So that H_O is rejected and H_a is accepted. Thus it is concluded that there is an effect of the Contextual Teaching and Learning (CTL) model on learning outcomes of counting numbers in grade I SDN 97 Sipatana students.
Keywords: Contextual Teaching and Learning (CTL), learning outcomes, addition, whole numbers.
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