THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING TO IMPROVE THE ACTIVITY AND PROBLEM SOLVING ABILITY IN SMA NEGERI 2 BALIGE.

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING TO IMPROVE THE ACTIVITY AND PROBLEM SOLVING

ABILITY IN SMA NEGERI 2 BALIGE

By:

Rani R Simanungkalit IDN 4123312021

Bilingual Mathematics Education

SKRIPSI

Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

MEDAN 2016

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BIOGRAPHY

Rani Rahayu Simanungkalit was born in Tarutung on August, 07th 1994. Her father’s name is Thamrin Simanungkalit and his mother’s name is Nurlian Aritonang. She have brother namely Ratno Simanungkalit and two sister namely Romey Valensia Simanungkalit and Lelyanti Simanungkalit in her family.In 2000 the author starts her education in SD Negeri 173144 Silangkitang and move in 2004 to SD Negeri 173134 Lumban Baringin. She graduated in 2004. In 2004, the author continues her education in SMP Sw.Santa Maria Tarutung and graduated in 2009. And then in 2009, the author continue her education in SMA Negeri 1Tarutung and graduated in 2012. After graduated from Senior High School, the author continues her education in State Univesity of Medan as student in bilingual class for Mathematics Education 2012.

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING TO IMPROVE THE ACTIVITY AND PROBLEM SOLVING

ABILITY IN SMA NEGERI 2 BALIGE

Rani R. Simanungkalit (IDN 4123312021) ABSTRACT

The aim of this research is to apply the Contextual Teaching and Learning to improve students’ mathematical learning activities and problem solving ability students was conducted in SMAN 2 Balige. The type of this research was Classroom Action Research.

The subjects of this research were students of XI IA1 in A.Y 2016/2017 that have total of 34 students. The object in this research is activity student and students’ mathematical problem solving ability by using Contextual Teaching and Learning in grade XI IA1 in SMA 2 Balige of A.Y 2016/2017

This research was implemented by 2 cycle. Each cycle was consist 2 meetings. Instrument used to collect the data in this research is test and observation sheet.

After given a treatment to students, in the first cycle, the average score of their mathematical problem solving was 59.21. thirteen students (38.23%) obtained score ≥67. The average score of teacher’s activities in observation sheet was 2.66, which classified as good category. The average score of students’ activities in observation sheet was 2.55, which classified as good category. In the second cycle, the average score of mathematical problem solving ability was increased become 77.9 with 29 student (85.28%) obtained score ≥67_{. The} average score of teacher’s activities in observation sheet was 3.44, which classifie as very good category. The average score of students’ activities in observation sheet was 3.22, which classified as very good category.

From the results of this research can be concluded that the implementation of Contextual Teaching and Learning (CTL) approach can improve students’ mathematical learning activities and student’s problem solving ability. The suggestion that given for teachers is to be able to implement Contextual Teaching and Learning (CTL) approach as an alternative in the learning process that can improve problem solving ability.

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PREFACE

First of all, the author is grateful to the God Almighty for His Blessing and chance to finish the study and complete the thesis entitled “The Application of Contextual Teaching and Learning to Improve the Activity and Problem Solving Ability in SMAN 2 Balige”

The author’s special sincerest thanks is expressed to Mr. Prof. Dr. Bornok Sinaga, M.Pd as her thesis supervisor for advices, encouragement, suggestions and knowledge that have been contributed to help the author in compiling this thesis so that this thesis could be finished. Then author also say thanks to Mr. Drs. Syafari, M.Pd as her academic supervisor for his advices, suggesttion, motivation from beginning until finishing the study. The author’s special thanks are also given to Mr. Dr. Edy Surya,M.Si, Mrs. Ani Minarni,M.Si, and Mr. Denny Haris,S.Si,M.Pd as thesis examiner for their willingnedd to correct, giving advices, encouragement, suggestions and knowledges that have been contributed to help the author in compiling this thesis.

The author also give thanks to Mr. Prof. Dr. Syawal Gultom,M.Pd as the Rector of State University of Medan, Mr. Dr. Asrin Lubis,M.Pd as the Deanof Faculty of Mathematics and Natural Sciences, Mr. Dr. Edy Surya,M.Si as the Head of Mathematics Department, Mr. Drs. Yasifati Hia,M.Si as the Secretary of Mathematics Department and Mrs. Dr Iis Siti Jahro,M.Si as the Coordinator of Biingual Program for all the valuable guidance and contribution to complete this thesis. Big thanks for all the lecturers of Mathematics Department and all administrative staff at the faculty, deparment, and bilingual program for their guidance and administrate assistance given. Then, also give thanks to Mr. Aldon Samosir, S.Pd as Headmaster of SMAN 2 Balige, Mrs Ani Nadapdap, S.Pd as Mathematics Teacher at SMAN 2 Balige and also all of teacher and staff in SMAN 2 Balige who help authors in doing and finishing the research.

This thesis can not be compiled well without the everlasting love and pray from author’s beloved father, Thamrin Simanungkalit and the only one author’s

Nurlian Aritonang, also for author’s beloved Brother Ratno Simanungkalit and his wife Elfrida Sitohang and for author’s beloved sisters Romey Valensia Simanungkalit and her husband Daulat Sianipar, Lelyanti Simanungkalit and her husband Samuel Ebenezer Saragi Napitu the author Nephews Daffa Wahyu Sianipar, Gilbert Alfredo, Leonel Saragi Napitu, Zylgwyn Glorido Simanungkalit then also for author’s Nieces Novelita GA Simanungkalit, Susi MS Simanungkalit, Nethanesia Sianipar and Nadine Saragi Napitu

Thanks for all my lovely family in Bilingual Mathematics 2012, who gave support and motivation during completion of thesis. Also thanks for my friend in PPLT SMAN 2 Balige who gave loves and cheers through completing this thesis. Also thanks to all my family in Himpunan Pemuda Pemudi Silindung (HIPSI) who always support and help me during completion of this thesis. Also thanks for my beloved friend Friska Elvitaningru and Padillah Nur Nasution, who already be with me in sadness and happiness, sharing and discovering many unique things together from first semester until end semester. The last, thanks for my best Mery Julia Sidauruk who always beside me and caring me in all my problem and my happiness from the Senior High School until the end my college.

The writer should give a big effort to prepare this thesis, and writers knows this thesis was weakness. So that, writer needs some suggetions to take this thesis better. And big wishes, it can improve our knowledge.

Medan, Agustus 2016 Writer,

Rani R. Simanungkalit ID. 4123312021

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CONTENTS

Sheet of Agrement i

Biography ii

Abstract iii

Preface iv

Contents v

List of Figure vii

List of Table viii

List of Appendix ix

CHAPTER I:INTRODUCTION 1

1.1. Background of Study 1

1.2. Problem Identification 8

1.3. Problem Limitation 8

1.4. Problem Formulation 8

1.5. Research Objective 9

1.6. Benefit of Study 9

1.7. Operational Defenition 10

CHAPTER II:LITERATURE REVIEW 11

2.1. The Theoretical Framework 11

2.1.1. Mathematics Learning 11

2.1.2. Learning Activity 12

2.1.3. Problem Solving Ability 13

2.1.4. Contextual Teaching and Learning (CTL) 15

2.1.4.1. Defenition of CTL 15

2.1.4.2. Syntaxs of CTL 16

2.2. Learning Theory Support 18

2.2.1. Ausubel’s Learning Theory 18

2.2.2. Piaget’s Learning Theory 19

2.2.3. Vygotsky’s Theory of Learning 19

2.3. Contents Material 21

2.4. The Relevant Study 31

2.5. The Conceptual Framework 32

2.6. Research Hypotesis 33

CHAPTER III:RESEARCH METHODOLOGY 34

3.1. Type of Research 34

3.2. Location and Time of Research 34

3.3. Subject and Object of Research 34

3.4. Research Procedure 34

3.4.1. CYCLE I 35

3.4.1.1. Problem I 35

3.4.1.2. Action Planning I 36

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3.4.1.4. Observation I 37

3.4.1.5. Data Analysis I 37

3.4.1.6. Reflection I 37

3.4.2. CYCLE II 40

3.4.2.1. Action Plan II 40

3.4.2.2. Action Implemmention II 40

3.4.2.3. Observation II 41

3.4.2.4. Data Analysis II 41

3.4.2.5. Reflection II 41

3.5.1 Test 44

3.5.1.1. Initial Capability Test 44

3.5.1.2. Mathematics Problem Solving Ability Test 44

3.5.2. Non Test 48

3.6. Data Resources 49

3.7. Data Analysis Technique 50

3.7.1 Data Reduction 50

3.7.2. Data Interpretation 50

3.7.2.1. Data analysis of Mathematical Problem Solving Ability 50

3.7.2.2. Students activity worksheet 50

3.7.2.3. Increasing of students’ mathematical problem solving ability 51

3.7.2.4. Observations of Learning Activities 51

3.7.3. Taking Conclusion 52

3.7.4. Indicators od Success 52

CHAPTER IV: RESEARCH RESULTS AND DISCUSSIONS 53

4.1 The Result of Research 53

4.1.1 Description of Initial Test Result 53 4.1.2 Description of Action Research Cycle I 55 4.1.3 Description of Action Research Cycle II 68

4.2 Research Findings 82

4.3 Discussion of Research 83

CHAPTER V: CONCLUSION AND SUGGESTION 85

5.1 Conclusion 85

5.2 Recommendation 89

REFERENCE 87

APPENDIX 90

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LIST OF FIGURE

Figure 1.1. Student’s Sheet in Understanding the Problem Step 4 Figure 1.2. Student’s Sheet in Devising a Plan 4 Figure 1.3. Student’s Sheet in Carrying out the Plan 4 Figure 1.4. Student’sSheet in Looking Back the Solution 5 Figure 3.1. Chronology of Classroom Action Research 35

Figure 4.1 the result of initial test 54

Figure 4.2 The Result of Problem Solving Ability Test I 59 Figure 4.3. students still had difficulty in understanding problem 63 Figure 4.4. students still had difficulty to devise the plan 64 Figure 4.5. Student still had difficulty in carrying out the plan 64 Figure 4.6. students still had difficulty in looking back the solution 65

Figure 4.7. Student’s Activity in Cycle II 69

Figure 4.8. Students modeled the result of discussion Cycle II 70 Figure 4.9. The Result of Problem Solving Ability Test II 74 Figure 4.10. Improving Average Score Through Cycle I to Cycle I 79

LIST OF TABLE

Table 1.1. Table of Preliminary Diagnostic Test 5

Table 3.1. Table of Recflection I 38

Table 3.2. Table of Recflection I I 42

Table 3.3 Blueprint of initial Test of Problem Solving Ability 44 Table 3.4. Blueprint of Problem Solving Test I 45 Table 3.5. Blueprint of Problem Solving Test II 46 Table 3.6. Guidance Scoring Mathematical Problem Solving Ability 47 Table 3.7. Criteria of Student Problem Solving Ability Level 50 Table 3.8. Interpretation of Gain Normalization 51 Table 3.9. Criteria of Average Assessment observation 52

Table 4.1 Initial Test Result 53

Table 4.2. Students Ability understanding the Problem in PSAT I 57 Table 4.3. Level of Student’s Ability of Devising a Plan in PSAT I 57 Table 4.4. Level of Student’s Ability of Carrying out Plan in PSAT I 58 Table 4.5. Level of Student’s Ability of Looking Back in PSAT I 58 Table 4.6. The Classical Learning Mastery Cycle I 59 Table 4.7. Result of Analysis the Process of Student’s Answer Cycle I 60 Table 4.8. Description of Observation Teacher’s Activity I 61 Table 4.9. Description of Observation Student’s Activity I 62

Table 4.10. The Result of Cycle I 66

Table 4.11. Students Ability understanding the Problem in PSAT I 71 Table 4.12. Level of Student’s Ability of Devising a Plan in PSAT II 72 Table 4.13. Level of Student’s Ability of Carrying out Plan in PSAT II 72 Table 4.14. Level of Student’s Ability of Looking Back in PSAT II 73 Table 4.15. Result of Problem Solving Ability Test II 79 Table 4.16. Result of Analysis the Process of Student Answer Cycle II 76 Table 4.17. Description of Observation Teacher’s Activity II 76 Table 4.18. Description of Observation Student’s Activity II 77 Table 4.19. Increasing Criteria of Student’s Problem Solving Ability 80

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LIST OF APPENDIX

Appendix 1 Lesson Plan I 90

Appendix 2 Lesson Plan II 95

Appendix 3 Lesson Plan III 101

Appendix 4 Lesson Plan IV 106

Appendix 5 Students Activity Sheet I 110

Appendix 6 Students Activity Sheet II 115

Appendix 7 Students Activity Sheet III) 119

Appendix 8 Students Activity Sheet IV 123

Appendix 9 Blueprint of Problem Solving Ability Test I 125 Appendix 10 Blueprint of Problem Solving Ability Test II 126 Appendix 11 Mathematical Problem Solving Ability Test I 127 Appendix 12 Mathematical Problem Solving Ability Test II 129 Appendix 13 Alternative Solution of Problem Solving Ability Test I 121 Appendix 14 Alternative Solution of Problem Solving Ability Test II 136 Appendix 15 Scoring Guidelines of Mathematical PSAT 146 Appendix 16 Observation Sheet of Teacher’s Activity Cycle I 147 Appendix 17 Observation Sheet ofStudents’s Activity Cycle I 149 Appendix 18 Observation Sheet of Teacher’s Activity Cycle II 151 Appendix 19 Observation Sheet of Students’s Activity Cycle II 155 Appendix 20 Validation Sheet of Mathematical PSAT I 153 Appendix 21 Validation Sheet of Mathematical PSAT II 155 Appendix 22 List of Value the Process of Student’s Answer on PSAT I 161 Appendix 23 Value PSAT I for Aspect of Understanding the Problem 163 Appendix 24 Value PSAT I for Aspect of Devising a Plan 165 Appendix 25 Value PSAT I for Aspect of Carrying Out the Plan 167 Appendix 26 Value PSAT I for Aspect of Looking Back 169 Appendix 27 List of Value the Process of Student’s Answer on PSAT II 171 Appendix 28 Value PSAT II for Aspect of Understanding the Problem 173 Appendix 29 Value PSAT II for Aspect of Devising a Plan 175 Appendix 30 Value PSAT II for Aspect of Carrying Out the Plan 177 Appendix 31 Value PSAT II for Aspect of Looking Back 179 Appendix 32 Result Description of Mathematical PSAT I 181 Appendix 33 Result Description of Mathematical PSAT II 182

1 1.1. Background of study

Education is a way to develop the world in the future. By education, people will be informed and able to develop itself to the more advanced, or to compete in the future. Therefore, developments or alteration in education is something that should happen in accordance with the changing culture of life. Supporting the development of education in the future can develop the potential of students to face, overcome and solve the problems that will occur in the future.Every child has the right to a quality education. Education can give the students the courage to face the competition in the progress of the modern era in either the current or next. As Bernard (in The International Working Group on Education Florence, Italy June 2000) states that:

In all aspects of the school and its surrounding education community, the rights of the whole child, and all children, to survival, protection, development and participation are at the centre. This means that the focus is on learning which strengthens the capacities of children to act progressively on their own behalf through the acquisition of relevant knowledge, useful skills and appropriate attitudes; and which creates for children, and helps them create for themselves and others, places of safety, security and healthy interaction.

The education system in Indonesia is referring to the Law of the Republic of Indonesia Number 1 Year 20012 on National Education System said that education is a deliberate and planned attemptto create a study atmosphere and provide learning in order that students may actively develop themselves to have spiritual and religious strength, self-control, personality, intelligence, morals, and skills needed by themselves, the communnity, the nation and the state.

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Mathematics is one of the subjects that occupy an important role in education. As seen from time spent in math in school, more than the other subjects given at all levels of education starting from elementary school to college. According to William (Mathematics’ Arizona Education) said that: "mathematics is a human endeavor; and humanity is brought together throught matematics”. Mathematics is essentially the activities of human life, how to live, how we are shaped by the social environment and growth of a civilization. In the activities we would have experienced activities that involve math in it. And the activities that we will experience continued until the future. Therefore, learning of mathematics is essential in education.

As Cornellius (in Abdurrahman, 2009: 253) states that there is five reason for studying mathematics there is a means of clear and logical thingking; a means to solve the problems in everyday; the means to know the patterns of relationships and generalization of experiences; the means to develop creativity and a means to raise awareness of cultural development. However, a problem that often arises is inactivity students in learning mathematics.Students follow the process learning by the teacher in the classroom by listening but do not criticism to teachers as feedback from the process of teaching and learning.This makes students become passive and can not solve problems in mathematics and tend to memorize concepts. These conditions make the students less interested in math.

To solve the problem is needed some strategies named problem solving. Mathematical problem solving is a process which involved the method solution is unknown in advance. To find the solution, student should map their knowledge about mathematics. There are found important phases to solve mathematics problem. Problem solving ability according to Polya (2004) will be measured through students’ ability to complete a problem by using problem solving steps as follows:

1. Understanding the problem

From this step, student should understand the problem that can be looked from being able to point out what the data, what the condition, and also what the problem showed.

2. Devising a plan

From this step, students make plan how to solve the problem, which solution that correspond to the problem. Finding the connection between the data and the unknown.

3. Carring out the plan

From this step, students implement the plan of what they have planned before.

4. Looking back

Student able to derive the result differently and use method for some other problem.

When researcher teach in PPL, researcher has make the diagnostic testin SMA N 2 Balige during follow experience teaching in school or generally called “Program Pengalaman Lapangan Terpadu” on Agustus 22th until November 28th observations carried out in class XI IA. Number of students about 30 student per class. Diagnostic tests conducted by researcher by giving the problem to see students’ problem solving ability. Giving diagnostic test carried out on October 12th 2016. There are 30 students answer the diagnostic test in class XI IA 3. The problem tested to students as follow:

Sudut-sudut segitiga ABCD adalah , �� . Jika sin = dengan adalah sudut lancip maka tan + adalah..

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From the answers given by student obtained: 1. Students could not understand the problem

Figure 1.1 Student’s sheet in understanding the problem step Students were able to identify what is asked but they did not able to identify whats is known. From the image above, student did not know clearly what is known. In this step, there are 15 of 17 students could not understand the problem.

2. Students could not devise a plan in problem solving strategies

Figure 1.2 Student’s sheet in devising a plan

From this figure, students still did not make a right sketch drawing. They draw a sketch but did not make the explanation of the drawing. From the 17 students, thay are no one make the sketch explanation. 3. Students could not carry out the plan in problem solving strategies

From this figure, students could not do the completion based on the plan. Students could not find an appropriate strategy to solve the problem. There are 13 of 17 could not implement problem solving strategy.

4. _{Students did not look back the solution carefully and they could not} derive the solution differently.

Figure 1.4 Student’s sheet in looking back the solution Most of students did not check back their task carefully. They also could not derive the solution differently.There are no student did not look back the solution carefully and could not derive the result differently.

Table 1.1 Table of Preliminary Diagnostic Test

Aspect Categorized Not

Categorized High Medium Low

1. Understanding the Problem 46.66% 23.33% 13.33% 16.66% 2. Devising a plan 13.33% 23.33% 40.00% 23.33% 3. Carrying out the plan 23.33% 16.66% 13.33% 46.66%

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From the diagnostic test of problem solving ability above, many students still can not understand the problem, make the question into mathematics model and formulate the problem. From this table, shown that students still have low ability in problem solving. Fourth aspects of problem solving throught the diagnostic test, were still not reached yet as well by students, this is happen because students are not able to figure out the problem in their mind and can not make the problem into the mathematics model and also formulate the problem.

In addition to interviews, the researchers also observed the process of learning mathematics in class XI when the learning process , researchers found:

 Some students are more passive and less response to the material being taught

 Students are more memorizing formulas and notes the important things without knowing the concept

 Most students do not want to ask and just listening to the teacher  At the given task or problem, students can answer well through the

formulas given. However, when there is a matter that is slightly different from the examples and formula, the students immediately apparent confusion.

Recognizing the reality on the ground that the learning activity and the problem solving ability of students is still low. We need a model of learning that make the student become active. It required a learning model that can support successful learning. According to Ausubel (Dahar, 2006) The new paradigm in education today is to create meaningful learning process, the learning process that takes place in schools let students actively in involved in learning (students-oriented). As a manager of student learning, teacher are obliged to improved attention and efforts in providing school mathematics learning, so the lesson material can be

understood by students. Students are required to be better to use the ability of thingking to be skilled in problem solving in daily life relatedto mathematics.

Various efforts continue to be developed by the instigators of education for the learning of mathematics in order to maximize on reaching the desired objectives, in terms of models, strategies and learning methods in accordance with the concepts being taught. According to Berns (2011) said that one of the alternatives that can be done to overcome these problems is to use appropriate learning models namely Contextual Teaching and Learning. This model is very supportive to improve the activity of the students because it provides a learning contextually or involves events experienced in daily life as a person, family members, and community members. If students know the application of learning by looking at students' everyday itself, then it can be more active, problem solving, and also further develop the lesson.

Contextual Teaching and Learning is a concept of learning that help teacher to connect between what is taught with students’ realworld situation an encorage students make connection between knowledge possessed and its application in daily life, that involve seven main componets, they are: contructivism, questioning, inquiry, learning community, modelling, and authentic assessment (Trianto 2009).

Based on the matters described above, the researcher interested in conducting research by the title “The Application of Contextual Teaching and Learning to Improvethe Activity and Problem Solving Ability in SMAN 2”

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1.2. Problem Identification

From the the background issues that have been described, can be identified some problems, among others:

1. Student SMAN 2 Balige still consider that learning process of mathematics is a difficult subject.

2. Learning activities in SMAN 2 Balige are still dominated by teacher.

3. Students’ mathematical problem solving ability in SMAN 2 Balige is low.

4. The approach learning is not satisfy to reach the goal of learning.

1.3. Problem Limitation

In this observation Researcher make the limitionbecause time and cost, there are:

1. Learning method used is Contextual Teaching and Learning. 2. The mathematical learning activity tenth grade students of SMAN

2 Balige Academic Year 2016/2017

3. Problem solving ability tenth grade students of SMA N 2 Balige Academic Year 2016/2017

1.4. Problem Formulation

Based on the background that has been stated above that the formulation of the problem in this research are:

1. How strategies to improve the activity of students by Contextual Teaching and Learning in class XI IA1 SMAN 2 Balige in Statistical topic?

2. How improving the problem solving ability of student XI IA1 SMAN 2 Balige after applied by Contextual teaching and Learning with the Statistical Topic?

1.5. Research Objectives

Based on the problem formulation, then objectives ofthis research are as follows:

1. Applying the Contextual Teaching and Learning to improve students’ mathematical learning activities in the statistical topic in XI IA1 grade of SMAN 2 Balige

2. Applying the Contextual Teaching and Learning students’ mathematical problem solving ability in the statistical topic in XI IA1 grade of SMAN 2 Balige

1.6. Benefit of Study

In the implementation of classroom action research is expected to contribute ideas and feedback that is useful to the improvement of the quality of education, especially for:

1. For schools, as input and contribute ideas for improving the quality of learning, especially in order to increase activity and problem solving skills in mathematics.

2. For teachers, increase the variety of learning models. This research is expected to broaden their horizons and knowledge of teachers regarding teaching model Contextual Teaching and Learning (CTL) as an alternative learning in order to improve the activity and problem solving skills in mathematics

3. For students, gain experience learning how to understand a mathematical concept with contextual

4. For researchers, add and equip themselves to become a teacher and educator who will plunge into the community

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1.7. Operasional Defenition

This study entitled “The Application of Contextual Learning to Improvethe Activity and Problem Solving Ability in Grade X SMA N 2 Balige Academic Year 2015/2016”. The terms that require explanation is as follows.

1. Contextual Teaching and Learning (CTL) is a contextual model of learning that engages students in an important activity that helps linking academic learning to real-life contexts they face.

2. Learning activities is any activity carried out in the process of interaction (teacher and students) in order to achieve learning objectives. Activity is means here the emphasis is on students, because the presence of student activities in the learning process will impact the creation of active learning situation.

3. The mathematical problem solving ability is the ability which gained by student to understand and complete the problem which are faced by using their skills and abilities to determine the concept they should use to be applied in solving the problem.

79 5.1 Conclusion

Based on the results of research and discussion can be concluded that: 1. _{The level of student}’s problem solving ability _{through implementation of}

Contextual Teaching and Learning on the topic of Statistical in grade XI IA1 SMAN 2 Balige Academic Year 2016/2017 is in good categories. 2. _{Learning activities by students through implementation ofContextual}

Teaching and Learning on the topic of Statistical in grade XI IA1 SMAN 2 Balige Academic Year 2016/2017 is in good categories.

5.2 Recommendations

The recommendations in this research are as follows:

1. For teacher and school practitioner is equitable to change the learning custom which is dominated by teacher and starting to involve students more actively in the learning process, as well as give more attention to student’sproblem solving ability. For this case, the Contextual Teaching and Learning (CTL) approach can be one of learning alternative to improve student’sproblem solving ability.

2. For the taking principle, properly can use the learning by implementation of Contextual Teaching and Learning (CTL) as one of learning approach which is need to be followed-up by training intensively about the learning approach.

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3. For the further researcher is recommended to continue the research in more complex objectives. Because the students’ success in learning cannot be measured only with the written test.

4. For the further researcher is recommended to improve continuously the learning scenario by implementation of Contextual Teaching and Learning (CTL) especially in modelling and reflection as the low participation of students.

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Cipta, Jakarta.

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Faculity Primer, California Community Collage, California

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Kozulin, (1998), Integration of culturally different students in mainstream classes, International Center for the Enhancement of Learning Potential (ICELP).s Kunandar, (2011), Guru Profesioanal: Implementation Kurikulum Tingkat Satuan Pendidikan (KTSP) dan sukses dalam Sertifikasi Guru, PT Raja Grafindo Persada, Jakarta.

Laterell, Carmen M., (2000), What is Problem Solving Ability?. Lie, Anita, (2004), Cooperative Learning, Grasindo, Jakarta.

Manurung, Berina, (2015), Differences Capabilities Concept and Problem Solving Ability student SMA N 1 Kutalimbaru with Contextual Learning and Learning Convensional, Thesis, State University of Medan, Medan. Muslich, M., (2009), Melaksanakan PTK, Bumi Aksara, Jakarta.

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Rusyida, Wilda Yulia et all, (2013), Komparasi Model Pembelajaran CTL dan MEA Terhadap Kemampuan Pemecahan Masalah Materri Lingkaran, FMIPA UNNES, Semarang.

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http://math.arizona.edu/academics/undergrads/why-math, Assessed on February 11th 2016.

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1.7. Operasional Defenition

This study entitled “The Application of Contextual Learning to Improvethe Activity and Problem Solving Ability in Grade X SMA N 2 Balige Academic Year 2015/2016”. The terms that require explanation is as follows.

1. Contextual Teaching and Learning (CTL) is a contextual model of learning that engages students in an important activity that helps linking academic learning to real-life contexts they face.

2. Learning activities is any activity carried out in the process of interaction (teacher and students) in order to achieve learning objectives. Activity is means here the emphasis is on students, because the presence of student activities in the learning process will impact the creation of active learning situation.

79 5.1 Conclusion

Based on the results of research and discussion can be concluded that: 1. _{The level of student}’s problem solving ability _{through implementation of}

Contextual Teaching and Learning on the topic of Statistical in grade XI IA1 SMAN 2 Balige Academic Year 2016/2017 is in good categories. 2. _{Learning activities by students through implementation ofContextual}

Teaching and Learning on the topic of Statistical in grade XI IA1 SMAN 2 Balige Academic Year 2016/2017 is in good categories.

5.2 Recommendations

The recommendations in this research are as follows:

1. For teacher and school practitioner is equitable to change the learning custom which is dominated by teacher and starting to involve students more actively in the learning process, as well as give more attention to student’sproblem solving ability. For this case, the Contextual Teaching and Learning (CTL) approach can be one of learning alternative to improve student’sproblem solving ability.

2. For the taking principle, properly can use the learning by implementation of Contextual Teaching and Learning (CTL) as one of learning approach which is need to be followed-up by training intensively about the learning approach.

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3. For the further researcher is recommended to continue the research in more complex objectives. Because the students’ success in learning cannot be measured only with the written test.

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