Analysis of Mathematics Problem Solving Ability Based on Contextual Teaching and Learning Models Assisted by Macromedia Flash on Private Junior High School Students Al-Hikmah Medan

Abstract

This study aims to analyze: (1) the level of problem-solving ability in terms of the Contextual Teaching and Learning model of the Al-Hikmah Private Junior High School students in Medan., (2) the answer process of the Al-Hikmah Private Junior High School students in Medan based on the Contextual Teaching and Learning model, and (3) the difficulties experienced by the students of Al-Hikmah Private Junior High School Medan in solving problems of problem solving abilities based on the Contextual Teaching and Learning model assisted by Macromedia Flash. The research subjects were in class VIII-4 of Al-Hikmah Private Junior High School Medan, totaling 35 students. The instrument of this research is a test of mathematical problem solving ability, and an interview guide. Data analysis was carried out using the Miles and Huberman model. The results showed: (1) The ability to solve mathematical problems found that there were 3 students (8.57%) who had a high level of mathematical problem solving ability; 11 students (31.43%) have a moderate level of mathematical problem solving ability; 21 students (60%) have a low level of mathematical problem-solving ability. While the problemsolving indicator in the form of understanding the problem is more dominant with a percentage of 48.5% achieved by students for this indicator, this proves that students are able to understand the problem of the problem, meaning that students able to make known and asked from the question. Then on the indicator of planning solutions, 45.7% of students were able to plan problem solving from the problem and for indicators of solving problems it was found that the percentage of 25.7% of students were able to solve the problem accompanied by a logical reason and for the indicator to check again it was obtained 0% in terms of concluding, this is because most students do not provide conclusions on solving problems, (2) the difficulties experienced by students in solving mathematical problem solving using the contextual teaching and learning model have difficulties in understanding concepts, difficulties in applying principles, and also difficulties in verbal problems.