Education Tecnology The effectiveness of CTL (Contextual Teaching And Learning)
The effectiveness of CTL (Contextual Teaching And Learning)
On the Subject Trig. Thesis Department of Mathematics. Faculty of Mathematics and Natural Sciences. Most students still often assume that learning
mathematics is difficult, tedious and unpleasant. This is evident by the average student learning outcomes in mathematics remains low. This is because in the previous study using conventional learning, where learning is still dominated by teachers, so students tend to be passive in learning. Besides the conventional learning in it there is no attempt to link the material is taught with the daily life of students so as not to create meaningful learning for students.
From the description it appears the problem: whether students' concept understanding on the implementation of CTL (Contextual Teaching and Learning) in mathematics on the subject of trigonometry is better than understanding the concept of students in the application of conventional learning?. The aim of this study is to determine whether students' concept understanding on the implementation of CTL (Contextual Teaching and Learning) in mathematics on the subject
trigonometry is better than understanding the concept of students in the application of conventional learning?. The population in this study are all vocational school students
Experiments done by providing learning CTL (Contextual Teaching and Learning) and ends with giving a test on trigonometry material. Conclusion obtained from this research is understanding the concept of students on the subject by applying trigonometric CTL learning is better than the students' understanding of concepts in the application of conventional learning. Suggestions relating to the results of this research that teachers are expected to create learning situations that are meaningful to students by linking the material is taught with real-world situations students. Other researchers are expected to conduct research
this with a broader scope.
On the Subject Trig. Thesis Department of Mathematics. Faculty of Mathematics and Natural Sciences. Most students still often assume that learning
mathematics is difficult, tedious and unpleasant. This is evident by the average student learning outcomes in mathematics remains low. This is because in the previous study using conventional learning, where learning is still dominated by teachers, so students tend to be passive in learning. Besides the conventional learning in it there is no attempt to link the material is taught with the daily life of students so as not to create meaningful learning for students.
From the description it appears the problem: whether students' concept understanding on the implementation of CTL (Contextual Teaching and Learning) in mathematics on the subject of trigonometry is better than understanding the concept of students in the application of conventional learning?. The aim of this study is to determine whether students' concept understanding on the implementation of CTL (Contextual Teaching and Learning) in mathematics on the subject
trigonometry is better than understanding the concept of students in the application of conventional learning?. The population in this study are all vocational school students
Experiments done by providing learning CTL (Contextual Teaching and Learning) and ends with giving a test on trigonometry material. Conclusion obtained from this research is understanding the concept of students on the subject by applying trigonometric CTL learning is better than the students' understanding of concepts in the application of conventional learning. Suggestions relating to the results of this research that teachers are expected to create learning situations that are meaningful to students by linking the material is taught with real-world situations students. Other researchers are expected to conduct research
this with a broader scope.
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