Penerapan Pendekatan Contextual Teaching And Learning (CTL) Untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas X Akuntansi SMK Nurul Falah Pekanbaru

Sakinah, Sakinah (2019) Penerapan Pendekatan Contextual Teaching And Learning (CTL) Untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas X Akuntansi SMK Nurul Falah Pekanbaru. Other thesis, Universitas Islam Riau.

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Abstract

This study aims to improve the learning process and improve student learning outcomes through the application of the Contextual Teaching and Learning (CTL) approach. The form of this research is Class Action Research which consists of two cycles. The study took place from April 16, 2018 to May 14, 2018. The subjects in this study were 27th grade Accounting Accounting students at SMK Nurul Falah Pekanbaru in the 2017/2018 academic year, consisting of 4 men and 23 women. The instruments of data collection in this study were observation sheet instruments and learning outcomes tests. Data collection techniques in this study were carried out by observation techniques and test techniques. Data analysis techniques in this study were analysis of observation sheets and analysis of completeness of learning outcomes. Based on the analysis of the observation sheet conducted on the learning process, it can be seen that the activities of teachers and students are improved in each cycle. The learning process in the second cycle is better than the first cycle and before the action. Based on the completeness analysis of learning outcomes obtained from daily tests I and II, it showed that there was an increase in the number of students who reached the KKM from the base score of 9 students increasing on the daily test I to 12 students then increasing on the second test II to 17 students. From the results of the study it can be concluded that the Application of the Contextual Teaching and Learning Approach (CTL) can Improve the Learning Process and Improve the Mathematics Learning Outcomes of Accounting Class X Students of SMK Nurul Falah Pekanbaru in the 2017/2018 Academic Year.

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