PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP HASIL BELAJAR

Abstract

Learning is an activity that can result in changes in a person, both actual and potential. Learning will be more meaningful if the child has learned what not to know. One of the methods that position the active role of students in this study is a method of contextual learning. Issues raised in this study is whether there are differences in initial test scores and final scores as well as differences in learning outcomes in the experimental class using contextual learning and classroom control using conventional methods. The design used in this study is a quasi experimental, Nonequivalent (Pretest and posttest) Control-Group Design on class VII SMP 4 Padalarang. The independent variables are contextual learning. The dependent variable is the student learning outcomes. Testing the difference of the average pretest and posttest score results using the t test at significance level α = 0.05, with a basis for decision making Ho is accepted if t t table. The result of the calculation is the average difference using t-test at α = 0.05, df 39 is obtained t = 6.773, whereas the t table = 11.099. Because it uses a two-sided test, the acceptance region is a tablet ≤ t ≤ t table. Meanwhile t (6.773)