Rohidin, Dede (2013) PENGARUH PEMBELAJARAN KONTEKSTUAL DAN DISIPLIN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS IV SD NEGERI BAYAH BARAT II KEC. BAYAH KAB. LEBAK. Master thesis, universitas sultan ageng tirtayasa.

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Abstract

ABSTRACT Dede Rohidin, 2013. Effect of Contextual Learning and Discipline Learning to Student Learning Outcomes in Mathematics in the Elementary School Fourth Grade II West Bayah district. Bayah Kab. Lebak. Thesis . Learning Technology Studies Program Post Graduate of Sultan Ageng Tirtayasa University . This study aimed to examine the effect of contextual learning strategy and students’ learning discipline on learning outcomes of math at the forth grade. In addition, this study also aimed to determine differences in mathematics learning outcomes in the group of students who had different disciplines treated differently . The research hypotheses tested were (1) there were significant contextual learning approach to mathematics learning outcomes, (2) there were significant discipline of learning toward mathematics learning outcomes, (3) there was an interaction effect of contextual learning and discipline approach toward mathematics learning outcomes, (4) there werethe differences in mathematics learning outcomes which had a high learning discipline among students taught by the contextual approach than conventional approach, (5) there werethe differences in mathematics learning outcomes that had a low learning discipline among students taught by the contextual approach with conventional approach. The study was an experimental research on Elementary School of forth grade students Bayah Barat II in the school year of 2013/2014 . Methodwas quasi- experimental study with a 2x2 factorial design, with a sample of 50 students. Factorial criterion variable was the result of learning mathematics and treatment variables were contextual learning strategies for the experimental group (A ) and the conventional learning strategies for the control group (A ), while variable attributes were grouped students’ learning discipline into two namely, high academic disciplines (B 1 ) and low learning discipline (B ). Mechanical analysis of variance ( ANOVA ) followed by two lines of F-Tukey test at significance level α = 0.05. The results showed that (1) there was a significant effect on the value of contextual learning approach to mathematics learning outcomes, it could be seen from the sig line variance for learning (A) is 0.00 < 0.05, and the average value of learning outcomes (A ) by 72, 61, while the average value of learning outcomes (A viii 2 1 ) of 64.26. (2) There was a significant influence on the value discipline of student learning outcomes of learning mathematics, it could be seen from the sig to learn discipline variance line (B) is 0.00 < 0.05, and the average value of learning outcomes (B ) by 72.66, while the average value of learning outcomes (B ) of 64.33. (3) There was no significant interaction effect between contextual learning the discipline of learning to value mathematics learning outcomes. It could be showed from 2 2 1 2 1 the sig line variance for interaction and learning the discipline of learning (AB) is 0.22 > 0.05. (4) There was a significant difference in learning outcomes of learning mathematics that had high discipline among students taught by the contextual approach to conventional approach, it was based on the F-Tukey test showed the mean of the difference between the A ix 1 B 1 and A at 11.04 and a significance value of 0.001 < 0.05. (5) There was no significant difference in student learning outcomes that had a low learning discipline by studying contextual learning and conventional learning activities, it was based on the F-Tukey test showed the mean of the average difference between groups of 6.35 A 1 B 2 and A 2 B . Value of this difference was not too high and wasprooved by the significance value 0.094 > 0.05 . Keywords : learning, contextual, disciplinary learning, learning outcomes .

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