RESEARCH METHODOLOGY CONCLUSION AND SUGGESTION

3.8 Level of Problem Solving Skill of Student in Mathematic Problem 35

CHAPTER IV RESULT AND DISCUSSION

4.1 The Result of Problem Solving ability 4.1.1 Post Test of First and Second Experment Classes 4.1.2 Data Normality Test 4.1.3 Data Homogeniety Test 4.1.4 Hypothesis Testing 4.1.5 Level of Problem Solving Ability of students in Mathematics 36 36 37 37 38 38

4.2 Observation result 39

4.2.1 Student observation sheet 39 4.2.2 Teacher observation sheet 40 4.3 Discussion of research result 41 4.3.1 Discussion of Students Mistake for problem solving 4.3.1.1 For the first Experiment Class Using Contextual Teaching and Learning CTL Approach 4.3.1.2 For the second Experiment Class Using direct instruction 42 42 44

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion 46 5.2 Suggestion 47 REFERENCES 48 APPENDIX 50 FIGURE LIST Page Figure 2.1 Interaction between element and contextual learning 19 Figure 2.2 Instructional outcomes for direct instruction 19 Figure 2.3 Example of Cylinder 22 Figure 2.4 Net of Cylinder 22 Figure 4.1 Level of Problem Solving 39 Figure 4.2 Student Mistake for arranging Strategy using CTL Approach 42 Figure 4.3 Student’s Mistake in Implementing the Planning 43 Figure 4.4 Mistakes for reevaluating all steps have done 44 Figure 4.6 Mistakes in Arranging Planing problem solving 44 Figure 4.7 Mistakes in Implementing the Planning 45 Figure 4.8 Mistakes Reevaluating all steps that have done 45 TABLE LIST Table 2.1 Difference between direct instruction and CTL approach Page 20 Table 3.1 Research Design 26 Table 3.2 Blue print post test of volume and surface area cylinder 28 Table 3.3 Scoring of problem solving 29 Table 3.4 Ideal score for teacher activities 31 Table 3.5 Ideal score for students’ activities 32 Table 3.6 Criteria of Students Mastering Level 35 Table 4.1 Post test result of the first and second experiment classes 36 Table 4.2 Result of Normality Testing 37 Table 4.3 Result of Homogeneity Testing 37 Table 4.4 Result of Hypothesis Testing 38 Table 4.5 Level of problem solving ability of two classes 38 Table 4.6 Summary students’ observation sheet 40 Table 4.97Summary teacher observation sheet 41 APPENDIX LIST Appendix 1 First Lesson Plan for Experiment Class I Page 51 Appendix 2 Second Lesson Plan for Experiment Class I 60 Appendix 3 First Lesson Plan for Experiment Class II 66 Appendix 4 Second Lesson Plan for Experiment Class II 69 Appendix 5 Student Activity sheet Surface area of Cylinder 72 Appendix 6 Student Activity sheet Volume of Cylinder 76 Appendix 7 Hint of scoring problem solving ability 79 Appendix 8 Blue Print of Post-test 80 Appendix 9 Post Test Question 81 Appendix 10 Alternative Solution of Post-test 83 Appendix 11 Validator Evaluation Sheet 87 Appendix 12 Observer Evaluation Sheet 88 Appendix 13 Observation Sheet of Teacher Activities CTL 90 Appendix 14 Observation Sheet of Teacher Activities DI 92 Appendix 15 Observation Sheet of Students Activities CTL 94 Appendix 16 Observation Sheet of Students Activities DI 95 Appendix 17 Validator Names 96 Appendix 18 Validation Analysis of Validator Agreement for Post test 97 Appendix 19 Realibity Analysis of Post Test 99 Appendix 20 Post Test For First Experiment Class CTL 101 Appendix 21 Post Test For Second Experiment Class DI 102 Appendix 22 Post Test Mark for 1 st and 2 nd experiment classes 103 Appendix 23 Data Experiment Class I CTL 104 Appendix 24 Data Experiment Class II DI 105 Appendix 25 The Calculation procedure average, Variance and Standard Deviation of 1 st and 2 nd experiment classes 106 Appendix 26 Calculation of Normality Testing 108 Appendix 27 Calculation of HomogenietyTesting 111 Appendix 28 Research Documentation 114

CHAPTER I INTRODUCTION

1.1 Background

Education is one way to realize quality of society, especially preparing the excellent society for their competence. However, there are a lot of opinions the quality of education in Indonesia still low. As Irham Nasution Waspada newspaper, February, 2 nd 2012 from survey show that our education is far from the expectation, such as Education for All EFA Global Monitoring Report 2011, which had been launched by UNESCO, was in 65. Then, decreases to the 69 of 127 countries surveyed. Nowdays, Mathematics is means the unity of knowledge, understanding, and human skill that are needed effectivelly in modren life. The expectation of graduate school that was critical, sistematical, reasonable, creative and cooperative. There are some reasons concerning learning importance and mathematics mastery that is important for students. Mathematics belongs to development of other sciences. It also is relates to the problem solving in daily life. The mathematics usefulness in daily life such as counting of contents and weight, collecting, processing, presenting and interpreting data use calculators and computers. In addition, in order to be able to follow further mathematics, to help the understanding of other subjects such as physics, chemistry, architecture, pharmacy, geography, economics, and others. And no expectation to the students to think logical, critical, and practical, positive attitude and creative spirit. A lot of articels in newspaper, internet and seminars. The opinion regarding efforts to improve quality of mathematics education today also there is no improvement. As the one told by Bahrul and Suhendra 2010:42 that : Sampai beberapa tahun yang lampau, pendidikan dianggap sebagai suatu sarana guna memberikan pembekalan keilmuan serta keterampilan dalam matematika yang dibutuhkan dalam penghidupan secara financial dan profesi semata. Akibatnya, kita dapat amati bahwa pada masa lampau – mungkin juga berjalan sampai sekarang pendidikan matematika sekolah dasar di Indonesia menekankan banyak sekali pada operasi bilangan. Related with condition above that our mathematics education in primary till juniorsenior level just think about numbers. Next, Bahrul dan Suhendra 2010:42 that: “Persepsi bahwa matematika adalah kumpulan bilangan yang harus dioperasikan menyebabkan munculnya ketakwajaran dalam konteks matematika yang dibawa ke dalam kelas. Akibatnya, sering kita dengar soal matematika yang terlalu “dipaksakan”, contohnya soal tentang meminta anak menjumlahkan umur suatu planet dengan umur planet lain. Kemudian, keterampilan berhitung mental, yaitu tanpa pensil dan kertas menjadi segala – segalanya dalam pendidikan matematika kita dahulu. Kecepatan berhitung menjadi indicator utama kepiawaian seorang dalam matematika.” Teaching and learning are two concepts that cannot be separated from others. Learning show what should be done as a lesson recipient students, while teaching shows what should be done by teacher. So, learning is a process of interaction between teachers and students during teaching process. The successful of teaching process will be influenced by the ability of teacher to determine methods and tools is used teaching and also determined by interest of students. The problem solving ability is low. It is caused some factors between students, teacher, learning method, or enviroment as related to another. That thing is as according to statement of Marjohan 2009:13 that : “ The characteristics conventional teaching is very evident the interaction teacher - students in the classroom. One of them is oauthoritatian apporoach. Therefore, the students must have received what teacher saying.” In addition, mathematics achievement of students also is influenced by less participation students in classroom. That makes bloced students to solve this situation. The difficulties of most problem application in mathematics are not lies calculation, but rather than knowledge how to make clarify problem and can be solved. Nowdays, mathematics expectation is facilities students can rediscover the formula by guide re-inventon. As mathematician discoverer, to find formula and theory in learning mathematics is problem solving very important. As stated Tran Vui in Depdiknas: 2004: 9 Problem Solving is put forth as a major method and goal.