The Effectiveness of Contextual Teaching and Learning (CTL) in Improving Students’ Numeracy Skills and Learning Motivation in Junior High School
Abstract
This study aims to describe the effectiveness of contextual and scientific learning in improving students’ numeracy skills and learning motivation in material of SPLDV in junior high school. This research is a quasi-experiment with pretest-posttest nonequivalent control group design. The population in this study was grade VIII junior high school students in Mukomuko, Bengkulu, Indonesia. The samples in this study were students of class VIII A as the experimental and students of class VIII B as the control class. The instruments used in the research was numeracy skill test and learning motivation questionnaire. Data was analyzed using for one sample, followed by one sample t-test. Then data was analyzed using for two independent samples, followed by an independent sample t-test. The results showed that: (1) contextual learning (CTL) was effective in improving students’ numeracy skills and motivation on the material of SPLDV in junior high school, (2) scientific learning was not effective in improving students’ numeracy skills and learning motivation on the material of SPLDV in junior high school, and (3) the differences in effectiveness type of learning occur in numeracy skills, with contextual learning better for improving students' numeracy skills.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7018
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