The Effect of Contextual Teaching and Learning on Mathematics Achievement of Junior High School Students

Abstract

The problem experienced by students in learning mathematics was the lack of ability to make mathematical modeling, which impacts the low mathematics learning result. One of the innovations to overcome this is to apply Contextual Teaching and Learning (CTL). This research was an experimental study that attempted to determine if there is an effect of the CTL learning model on the result of mathematics of the seventh-grade seventh-grade students of Tutallu State Junior High School. This research was quantitative. The sampling technique used random cluster sampling. The population of this study was 62 students, and the class selected was VII A class. There were 30 students in the experimental class and the VII.B class. There were 32 students in the control class. The data collection using tests; after the data is normally distributed and homogeneous based on the normality test, namely the Chi-square test, and the homogeneity test, namely the Fisher test, then proceed with hypothesis testing. Hypothesis test using t-test. The results of the t-test at a significance level of 0.05 indicate that the value of t count > t table (5.367 > 1.6697) means that Ho is rejected and Ha is accepted so that it can be concluded that there is a significant effect. The effect of the CTL learning model on students' mathematics learning results on arithmetic material. Area and perimeter of squares and rectangles.