The Learning Process with Contextual Approach to Improve Students' Motivation and Mathematics Learning Achievement

Aris Triyanto, I. Istiqomah, Tri Astuti Arigiyati
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Abstract

The aim of this study was to describe the learning process with a contextual approach to improve motivation and Mathematics learning achievement on Integer topic for seventh grade students of State Junior High School 1 Bonggo in the 2019/2020 academic year. This research was conducted in the seventh grade of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. The Classroom Action Research (CAR) was used as the research method. The research object involved the whole process of implementing Mathematics learning with a contextual approach to improve motivation and Mathematics learning achievement of seventh grade students of State Junior High School 1 Bonggo, Sarmi Regency, Papua Province. Based on the research results, the Mathematics score of pre-cycle to cycle I improved from 50.4 to 67.2, in cycle II it improved further to 79.4. Meanwhile, the motivation in Mathematics learning obtained pre-cycle score of 65.8, cycle I score of 70, and cycle II score of 91. It is advised that teachers should use the CTL learning method on other subjects to improve students' motivation and Mathematics learning achievement.
情境教学法下的学习过程:提高学生学习动机和数学学习成绩
本研究的目的是用情境法描述学习过程,以提高邦戈州初一七年级学生在2019/2020学年整数主题上的学习动机和数学学习成绩。这项研究是在巴布亚省萨尔米县邦戈国立初中1年级的七年级进行的。采用课堂行动研究(CAR)作为研究方法。研究对象为巴布亚省Sarmi Regency邦戈国立初中1中学七年级学生实施情境教学法提高数学学习动机和数学学习成绩的全过程。从研究结果来看,pre-cycle到cycle I的数学成绩从50.4提高到67.2,cycle II的数学成绩进一步提高到79.4。同时,数学学习动机在周期前得分为65.8分,周期一得分为70分,周期二得分为91分。建议教师将CTL学习方法应用于其他科目,以提高学生的学习动机和数学学习成绩。
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