CONCLUSION AND SUGGESTION THE EFFECT OF CTL APPROACH AND MOTIVATION FOR LEARNING OUTCOME OF RELATION AND FUNCTION AT VIII GRADE SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2012/2013.

FIGURE LIST Page Figure 2.1 Example of An Arrow Diagram Figure 2.2 An Arrow Diagram with Showing Relation “has hair style” Figure 2.3 Cartesian Diagram with Showing Relation “has hair style” Figure 2.4 An Arrow Diagram that Describe a Function Figure 2.5 An Arrow Diagram that Describe Mapping from Set A to Set B Figure 2.6 The Relation between Teaching Approach and Motivation to Learning Outcome Figure 4.1 The Average of Student’s Learning Outcome of Experiment I and II Figure 4.2 The Average of Student’s Learning Outcome of High and Low Motivation 27 27 28 28 29 37 56 57 TABLE LIST Table 3.1 Type of Research Page 39 Table 3.2 Factorial design of 2 x 2 40 Table 3.3 Indicator in preparation motivation questionnaire 42 Table 3.4 The Criteria in assesment of motivation questionnaire 43 Table 3.5 Blueprint of post-test for experiment I class 44 Table 3.6 Blueprint of post test for experiment II class 44 Table 3.7 The result summary of Two Ways ANOVA 53 Table 4.1 Motivation questionnaire result 54 Table 4.2 Post test result of the experiment I and experiment II class 55 Table 4.3 Post test result based on motivation level 55 Table 4.4 Student’s learning outcome that have high motivation and low motivation 56 Table 4.5 Summary of normality testing 58 Table 4.6 Summary of homogeneity testing 58 Table 4.7 Summary result summary of Two Ways ANOVA 59 Table 4.8 The result of hypothesis test 60 Table 4.9 Summary of observation sheet for teacher Table 4.10 The percentage of student’s answer based on indicator 61 65 APPENDIX LIST Appendix 1 First Lesson Plan for Experiment I Class Page 71 Appendix 2 Second Lesson Plan for Experiment I Class 76 Appendix 3 Third Lesson Plan for Experiment I Class 81 Appendix 4 First Lesson Plan for Experiment II Class 86 Appendix 5 Second Lesson Plan for Experiment II Class 89 Appendix 6 Third Lesson Plan for Experiment II Class 92 Appendix 7 Student Activity Sheet I 95 Appendix 8 Student Activity Sheet II 99 Appendix 9 Student Activity Sheet III 103 Appendix 10 Post-test Question for Experiment I Class 106 Appendix 11 Post-test Question for Experiment II Class 110 Appendix 12 Key Answer of Post-test 113 Appendix 13 The Motivation Questionnaire 114 Appendix 14 Validation Sheet of Motivation Questionnaire 117 Appendix 15 Observation Sheet of Teacher Activity Using Contextual Teaching and Learning CTL Approach 119 Appendix 16 Observation Sheet Of Teacher Activity Using Direct Instruction DI Approach 121 Appendix 17 Validation and Reliability Analysis of Learning Outcome Test 123 Appendix 18 Analysis of Difficulty Index 130 Appendix 19 Analysis of Discrimination Power 133 Appendix 20 Validation Analysis of Motivation Questioner 136 Appendix 21 Reliability of Motivation Questioner 138 Appendix 22 The Result of Motivation Questioner 139 Appendix 23 The Result of Post Test 140 Appendix 24 The Result of Post Test Based On Motivation Level 141 Appendix 25 Normality Test 142 Appendix 26 Homogeneity Test 143 Appendix 27 Two Ways – ANOVA Test 144 Appendix 28 Student’s Answer in Solving the Test 148 Appendix 29 Documentation 150 THE EFFECT OF CTL APPROACH AND MOTIVATION FOR LEARNING OUTCOME OF RELATION AND FUNCTION AT VIII GRADE SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 20122013 Eva Puspita Sari ID. Number 408 111 007 ABSTRACT The purpose of this research was to know whether the student’s learning outcome of relation and function taught by Contextual Teaching and Learning CTL approach is higher than student’s learning outcome of relation and function taught by Direct Instruction DI approach, whether the student’s learning outcome of relation and function with high motivation is higher than student’s learning outcome of relation and function with low motivation, whether there is an interaction between learning approach and the student’s motivation to student’s learning outcome. Type of the research is quasi experiment with factorial design of 2x2. The population of this research is all students in VIII grade at SMP Negeri 1 Tebing Tinggi and the number is 225 students that divided into nine classes. The sampling technique was cluster random sampling. The sample of this research is 38 students that divided into two classes; those are 21 students in VIII-A was taught using CTL approach and 17 students in VIII-B was taught using DI approach. Hypothesis test was done by Two Way Analysis of Variance Two Way ANOVA. The research result show that 1 t he student’s learning outcome of relation and function taught by Contextual Teaching and Learning CTL approach is higher than t he student’s learning outcome of relation and function taught by Direct Instruction DI approach 2 the student’s learning outcome of relation and function with high motivation is higher than student’s learning outcome of relation and function with low motivation 3 There is significant interaction between learning approach and the student’s motivation to student’s learning outcome. Key Words : CTL Approach, DI approach, Student’s Motivation, Student’s Learning Outcome

CHAPTER I INTRODUCTION

1.1 Background

Education is the process of developing the power of reason, morality and life skills in the potential of every human being. A quality education in an educational process is said to take place effectively, humans gain a meaningful experience for him and product education are the individuals that benefit the community and nation building. To achieve the educational goals the government has tried to carry out development in various sectors, improving the quality of teachers and educational system or curriculum reform. However, government efforts to improve the quality of education in Indonesia have not been entirely successful. According to the 2004 UNDP Indonesia is ranked 110 th of 173 countries in the world www.depdiknas.go.id . Mathematics is a universal science that underlies the development of modern technology, have an important role or key position in different disciplines and promote the human intellect. Therefore, mathematics is given at every level of education to prepare students to face the development of an increasingly fdeveloped and developing rapidly. Cornelius about the importance of learning mathematics in Abdurrahman, 2003:253 states that: There are five important reasons to learn mathematics is because math is: 1 means a clear and logical thinking, 2 a means for solving problems of daily life, 3 the means to know the patterns of relationships and generalization of experience, 4 a means to develop creativity, and 5 means to increase awareness of cultural development. Given the importance of mathematics, it is expected the students to master math. But in fact the quality of education in Indonesia is very disappointing seen from the low student learning outcomes are achieved. Based on data from UNESCO, the quality of mathematics education in Indonesia was ranked 34 of 38 countries surveyed. Other data that showed student achievement of math in Indonesia is low can be seen from the results of the survey National Center for Education in Statistics 2003 to 41 countries in mathematics learning, where Indonesias Rating to 39 below Thailand and Uruguay. http:ugm.ac.idindex.php?page=rilisartikel=4467 It also looks at the Ujian Nasional result in 2012, Mendikbud M.Nuh http:www.kompas.comedukasi.kompasread2012060210035432Banyak.Sis wa.Tak.Lulus.Ujian.Matematika explains that most of students failed in mathematics. From the above quotations provide clear information that until now the learning outcomes results mathematics students have not achieved the desired level. Conditions are not much different also found in VIII grade SMP Negeri 1 Tebing Tinggi. Based on the interview on January 21, 2012 with one teacher who taught mathematics in VIII grade, Mr. Saheri S.Pd. revealed that the mathematics learning outcomes of students in VIII grade is far from what was expected. This is evident in student learning outcomes in 2011 are still very low with average grades for mathematics class is 55-60. He also revealed that: The low math student learning outcomes is largely due to the lack of a strong desire or urge to further pursue the concentration of these subjects. Students are less serious, often complain of difficulties in learning mathematics that tend to be less motivated to learn in school and repeat the lesson at home . From the above statement can be concluded that the lack of motivation in the learning process can lead to poor learning outcomes. Students were not getting something from what has been learned, so that students are reluctant or less zealous in every teaching and learning activity. As revealed by Mulyasa 2008:196 that: Motivation is one factor that helped determine the effectiveness and success of learning, because students will learn in earnest when highly motivated. In addition, factors that also affect students learning outcomes are the use of a less appropriate approach by the teacher. Bloom in Iif 2011: 68 say that: There are three main factors that influence learning outcomes namely the cognitive abilities, achievement motivation, and quality of learning. Quality of learning is the quality of the learning activities undertaken and this involves learning model is used. Achievement motivation is to give stimulus to the students for more advanced learning