Penerapan contextual teaching and learning (ctl) untuk mengembangkan kemampuan berpikir kritis siswa pada pembelajaran matematika

Aror, Shekinah Irene Ester (2023) Penerapan contextual teaching and learning (ctl) untuk mengembangkan kemampuan berpikir kritis siswa pada pembelajaran matematika. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Berpikir kritis pada pembelajaran matematika sangat penting dimiliki oleh siswa karena dapat mendukung kemampuan memecahkan permasalahan kehidupan nyata. Namun, studi TIMSS dan PISA membuktikan bahwa kemampuan berpikir kritis matematis di Indonesia rendah. Berdasarkan pelaksanaan PPL, ditemukan persentase rata-rata kemampuan berpikir kritis siswa adalah 51% dengan kriteria kurang. Dalam rangka mengembangkan kemampuan berpikir kritis, guru berperan dalam memfasilitasi pembelajaran yang mendukung kemampuan berpikir kritis. Pendekatan Contextual Teaching and Learning (CTL) sebagai solusi dalam permasalahan ini membawa kepada tujuan penulisan, yakni untuk mengetahui bahwa CTL dapat mengembangkan kemampuan berpikir kritis dalam pembelajaran matematika dan mendeskripsikan penerapan CTL dalam mengembangkan kemampuan berpikir kritis pada pembelajaran matematika. Metode penelitian yang digunakan yaitu kualitatif deskriptif. Hasil penelitian ini menunjukkan bahwa setelah CTL diterapkan dalam pembelajaran, kemampuan berpikir kritis siswa mengalami kenaikan sebesar 32% dari 51% menjadi 83%. Tahapan CTL mampu mendukung kemampuan berpikir kritis karena memberikan permasalahan kontekstual serta menerapkan pembelajaran interaktif. Melalui penerapan CTL, guru Kristen mampu membawa siswa menjadi murid Kristus yang bertanggung jawab dalam menghadapi persoalan kehidupan nyata. Saran untuk penelitian selanjutnya yaitu penerapan CTL perlu diterapkan bukan hanya sekali dalam pembelajaran supaya memperoleh hasil yang lebih optimal dan kiranya penulisan ini boleh menjadi bahan refleksi dan evaluasi bagi para guru. / Critical thinking in mathematics learning is very important for students because it can support the ability to solve real life problems. However, the TIMSS and PISA studies prove that mathematical critical thinking skills in Indonesia are low. Based on the implementation of PPL, it was found that the average percentage of students critical thinking abilities was 51% with the criteria being lacking. To develop critical thinking skills, teachers play a role in facilitating learning that supports critical thinking skills. The Contextual Teaching and Learning (CTL) approach as a solution to this problem leads to the aim of writing, that is to find out that CTL can develop critical thinking skills in mathematics learning and describe the application of CTL in developing critical thinking skills in mathematics learning. The research method used is descriptive qualitative. The results of this research show that after CTL was applied in learning, students critical thinking abilities increased by 32% from 51% to 83%. The CTL stage can support critical thinking skills because it provides contextual problems and applies interactive learning. Through the application of CTL, Christian teachers can bring students to become disciples of Christ who are responsible in facing real life problems. Suggestions for further research are that the application of CTL needs to be applied not just once in learning to obtain more optimal results and it is hoped that this writing can become material for reflection and evaluation for teachers.

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