IMPLEMENTATION OF CTL APPROACH IN REMEDIAL TEACHING TO IMPROVE THE STUDENTS’ MATHEMATICAL UNDERSTANDING
IN SET MATERIAL VII GRADE SMP NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
By:
Angelica Pardede ID 408611001
Mathematics Education Bilingual
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
i
Date of Graduation : 4th September 2012
Title of Research : Implementation of CI'L Approach in Remedial
Teaching to Improve the Students' Mathematical
Understanding in Set Material VII Grade
SMP Negeri
1 Medan Academic Year
201112012
Name
l.D. Number
Study Program
Department
: Angelica Pardede
: 408611001
: Mathematics Education Bilingual
: Mathematics
Approved:
.).9~Jrrvisor
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Prof. Dr. Asmin Panjait n, M.PdNIP. 19570804 198503 1 002
Head ofMsthemsties De artmeat Coordinator of Bilingual Class
iv
PREFACE
Give thanks to Jesus Christ should give me more spirit to finish my thesis.
The title of this thesis is “Implementation of CTL approach in remedial teaching
to Improve the students’ understanding mathematical in set material VII grade
SMP Negeri 1 Medan academic year 2011/2012”. This thesis was arranged to satisfy the law to get the sarjana pendidikan of Mathematics and Science Faculty in State University of Medan.
For this chance I want to say thank you for the rector of State University of Medan, Mr. Prof. Dr. Ibnu Hajar, M.S and his staff, Mr. Prof. Drs. Motlan, M.Sc., Ph.D for a dean of FMIPA UNIMED and his college assistant of Dean I, II, and III in UNIMED, Mr. Prof. Dr. Mukhtar, M.Pd for a Leader of Mathematics Department, Mr. Drs. Syafari, M.Pd for a leader of mathematics education study program and then Mr. Drs. Yasifati Hia, M.Si for a secretary of Mathematics Department.
Special Thanks for Mr. Prof. Dr. Asmin Panjaitan, M.Pd, because he should be guide me to prepare this thesis. And then thanks a lot for Mr. Prof. Sahat Saragih, M.Pd, Mr. Dr. W. Rajagukguk, M.Pd and then Mr. Dr. E. Elvis Napitupulu, M.S, who’s the persons responsible for my thesis from the beginning until end. Thanks to Mr. Prof. Dr. Bornok Sinaga, M.Pd for my academic supervisor and then thank you so much for all my lecturer, and staff in FMIPA.
v
Haris, Daniel, and Van. For someone special Woldrod Wilson Sibarani, S.Pd thank you for your attention, motivation for finishes my thesis especially for my selves. And then thank you so much for my lovely friend in Bilingual Class Mathematics Education.
Writer also say thank you to Mr. Drs. Ahmad Siregar, MM for the headmaster of SMP Negeri 1 Medan, and then say thank you to Ms. Anita Nilam S Silalahi, S.Pd for mathematics teacher which help the writer in the research activities.
The writer should give a big effort to prepare this thesis, and the writer know that this thesis have so many weakness. For that, the writer needs some suggestions to make it this be better. And big wishes, it can be improve our knowledge.
Medan,September 2012 Writer
Angelica Pardede
iii
IMPLEMENTATION OF CTL APPROACH IN REMEDIAL TEACHING TO IMPROVE THE STUDENTS’ MATHEMATICAL UNDERSTANDING
IN SET MATERIAL VII GRADE SMP NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
Angelica Pardede (408611001) ABSTRAK
The aim of this research is to improve the students’ understanding by
doing implementation of CTL approach in Remedial Teaching was done in SMP Negeri 1 Medan. The type of this research is Classroom Action Research. The research has done respect to the student of VII-Herodutus SMP Negeri 1 Medan in number 23 students.
Instrument used to collect the data is mathematic understanding test, observation sheet, and interview. This research consists of 2 cycles and the end of every cycle given mathematic understanding test. Before given, at the first test must be validity. Validity test done is contents validity where expert as validator and from 30 item of test there are 23 item which is valid.
The result in this research has shown that learning by CTL approach in
remedial teaching of Set material can improve the students’ understanding
mathematical. This case shown from the result before treatment, in first test of 23
students there are only 2 students (8,6%) reach the point ≥ 80 with the average of
class is 46,70.
After given treatment so the students do the Mathematic Understanding Test I in cycle I, from 23 student there are 12 student (52,17%) reach the point ≥ 80 with the average of class is 74,004. From analysis data of Mathematic Understanding Test II in cycle II obtain that from 23 students there are 21 students
(91,30%) have point ≥ 80 with the average of class is 85,66. From the interview
result and answer sheet of student, get that the students error in solving the question of Set and number of student have difficulties is decrease. Learning process by observator in Cycle I include good category with the score 3,43. In cycle II learning process increase become very good category with score is 3,87.
From the result of research can conclude that by implementation of CTL
approach in remedial teaching can improve the students’ understanding
mathematical. There is the impact of CTL approach in remedial teaching can
improve the students’ understanding mathematical in the student that have not
completely point.
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LIST OF TABLE
Table 2.1. Determine the number of subset from a set
Table 2.2. The criteria of the calculation of the team score
Table 3.1. Blueprint
Table 3.1. Factorial design of2 x 2
Table 3.2. The level of Students Understanding
Table 3.3. The success rate of the learning process
Table 4.1. Level of Completeness Students in First Test
Table 4.2. Description Completeness of Students Learning
Page
32
23
46
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49
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59
Table 4.3. Level of mastery students in mathematical understanding test I 59
Table 4.4. Result of teacher Observation in Cycle I
Table 4.5. Result of Observation Students Activity in Cycle I
Table 4.6. Description Completeness of Students Learning
Table 4.7. Level of Completeness Students in First Test
Table 4.8. Result of teacher Observation in Cycle II
Table 4.9. Result of Observation Students Activity in Cycle II
61
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ix
LIST OF FIGURE
[image:10.600.47.540.91.801.2]~ Pages
Figure 3.1. Procedure of classroom action research of PGSM
project training team 44
xi
LIST OF APPENDIX
Page
Appendix 1. Lesson Plan I 83
Appendix 2. Lesson Plan II 89
Appendix 3. Lesson Plan III 94
Appendix 4. Lesson Plan IV 99
Appendix 5. Student Work Sheet I (SWS 1) 104
Appendix 6. Student Work Sheet II (SWS II) 106
Appendix 7. Student Work Sheet III (SWS III) 108
Appendix 8. Student Work Sheet I (SWS I CYCLE II) 110
Appendix 9. Research Instrument 113
Appendix 10. Test of Cycle I 118
Appendix 11. Blueprint of Cycle I 120
Appendix 12. Test of Cycle II 123
Appendix 13. Blueprint of Cycle II 125
Appendix 14. Table of Calculate the Validity Test 129 Appendix 15. The Calculate of Validity Instrument 130 Appendix 16. The Calculate of Reliability Instrument 132 Appendix 17. The Calculate of Difficulty Instrument Level 133 Appendix 18. Sheet of to Calculate Daya Beda Soal 135
Appendix 19. Data of the First Test 137
Appendix 20. Data of Mathematical Understanding Test I 138 Appendix 21. Data of Mathematical Understanding Test II 139
Appendix 22. Observation Sheet for Student I 142
xii
Appendix 24. Observation Sheet for Student III 144 Appendix 25. Observation Sheet for Student IV 145 Appendix 26. Observation Sheet for Teacher Activity I 146 Appendix 27. Observation Sheet for Teacher Activity II 148 Appendix 28. Observation Sheet for Teacher Activity III 150 Appendix 29. Observation Sheet for Teacher Activity IV 152 Appendix 30. Validity of Research Instrument by Validator 154 Appendix 31. Sheet of Validation Test in Cycle I by Validator 155 Appendix 32. Sheet of Validation Test in Cycle I by Validator 156 Appendix 33. Sheet of Validation Test in Cycle I by Validator 157 Appendix 34. Sheet of Validation Test in Cycle II by Validator 158 Appendix 35. Sheet of Validation Test in Cycle II by Validator 159 Appendix 36. Sheet of Validation Test in Cycle II by Validator 160
1
CHAPTER I INTRODUCTION
1.1. Problem Background
Education is always changing, changes in curriculum, learning systems, educators, students and all involved in education. There are so many changes in the education, then required the solution to solve it.
In anticipation this case can be done to cope the change is to enhance the Human Resource (HR) as an individual educated and skilled by the process of teaching and learning in schools, according in the Undang – Undang Sistem Pendidikan Nasional (UUSPN) No . 20 of 2003 (Hasbullah, 2005: 307) states that: Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, self-control, personality, intelligence, noble character; the skills needed themselves, society, nation and state.
Thus, the process of teaching and learning activities in schools can be a factor that can increase the human resources. In this case, the government also has a lot of effort to help smooth teaching and learning activities among which are: to prepare of books in public libraries and schools, textbooks, learning management, curriculum improvement, improvement of educational facilities and improving teacher quality through education and training.
In accordance with these changes, Mathematics is the part of education that important and useful in our life and to support human resource development. In addition, the benefit to be gained by studying mathematics is not only in educating of students, but can also form a good personality and skills for students. There are so many cases that underlie the anticipation of the changes that relating to education to improve the human resources.
2
mathematics is abstract, requires an understanding of concepts, and only used as a tool to calculate. As a result, students learn to be lazy, bored, and think of mathematics as a difficult subject to understand and not fun. They were not able to apply the theory in school to solve problems in their life. The indication can be seen from the results of student learning is less satisfactory.
Student learning outcomes is the indicator or a picture of teachers' that success in implementing the learning process, so the problem of student outcomes is one problem that has never spoken out in the world of education. Many factors that influence outcomes, there is; teaching used by teachers. Inappropriateness of teaching used by teachers would result in lower student outcomes.
The low student outcomes that occur in schools where I will research, become important spotlight for researchers to anticipate changes associated with increased HR. Based on observations made in SMP Negeri 1 Medan, can be seen in the study of mathematics learnping still relatively low. While the school has set the value of KKM (Kriteria Ketuntasan Minimal) is 8. From interviews with mathematics of teachers in class VII SMP Negeri 1 Medan, the mastery of student still low. It can be seen from the Formative tests are less than satisfactory. At the time of the distribution of the test there are only 2 students satisfies the KKM of 24 students and the other has a value below 7. So that the percentage of completeness in the classical style is only about 8.3% of the 24 students with the KKM are 8. From this case we can see that students have difficulty to understanding the lesson. And in this case it is necessary that an effort should be made by teachers to improve student outcomes.
3
specifies the type of student who is in a class that has a range of differences individual.
Nurhadi (2004: 103) said that "the curriculum of 2004 all of the approaches and strategies that empower students to learn in different ways is the recommended approach and strategy to be implemented in the classroom". One of that is learning oriented of learning principle which implies the existence of complete implementation of the improvement program (remedial).
According to Mukhtar and Rusmini (2007: 2) said that "the idea of remedial learning programs is not completely separated from the idea of mastery learning that has been endorsed by educators since the early 1970's". In Djamarah and Aswan (2005: 45) that the remedial program (repair) is one of the activities of Mastery Learning, which is one approach to individual learning strategies. Remedial teachings is a form of teaching that is treating and cure or correct of teaching and making it better in order to achieve the maximum teaching.
Mukhtar and Rusmini (2007: 8) also defines the remedial is "a learning system based on a comprehensive diagnosis that intended to discover the shortcomings experienced by students learning, so can optimize the learning achievement". In other words, the repair of activity done is all the effort that done to identification the characteristic and property of difficult of learning, finding the factors of case, and then seek alternatives to solve the difficult learning by prevention and healing, based on complete data information and objective.
The form of presentation remedial teaching can help teachers to simplify complex concepts, describes the vague concepts, and improve the concepts misinterpreted by students. To support the passage of remedial teaching, so the teachers should be able to determine the number of students who need this program, place and time of execution, people (students and teachers) who provide assistance, the methods used, and the means of the appropriate remedial activities. And all these things will be happen if there is differences level of learning difficulties by students.
4
Students are expected to learn their own at home, and then the student whose value is still below the KKM will pass a retest. In here, the concept of remedial
teaching isn’t done, because the teacher doesn’t know the difficult learning of the
student.
Based on the above background so the authors are interested to doing research with the title: "Implementation of CTL Approach in Remedial Teaching to Improve the Students’ Mathematical Understanding in Set Material VII Grade SMP Negeri 1 Medan Academic Year 2011/2012”.
1.2. Problem Identification
Based on the background of the problem, then the problem can be identified as follows:
a. Lack of interest in students to learn mathematics.
b. Mastery and Understanding of math concepts is still low.
c. The results obtained by the students to learn mathematics is still low, probably because of the teaching strategies that teachers use in teaching and learning is not quite right.
d. Remedial teaching in the school not satisfies the theory of remedial teaching.
1.3. Problem Limitations
Because of the breadth of the problems of research and lack of expertise and time, then researchers need to limit the problem. The limit problem studied is the influence of remedial teaching toward the student outcomes of the set material at VIIth grade SMP Negeri 1 Medan academic year 2011/2012.
1.4. Problem Formulation
5
1.5. Research Objectives
There is the research objectives, namely:
1) To determine the outcomes of students using remedial teaching at VIIth grade second semester in Set material in SMP Negeri 1 Medan academic year 2011/2012
2) To determine whether there is there the influence of remedial teaching toward the student outcomes with conventional teaching at VIIth grade second semester of the set material in SMP Negeri 1 Medan academic year 2011/2012.
1.6. Research Benefits
For the purposes of the above research, the results of this study can be useful as:
1) Provide information to the reader about the impact of remedial teaching in mathematics subject in set material.
2) Provide an overview to researchers in order to further deepen the knowledge of remedial teaching to be applied in the classroom on teaching and learning process.
3) Students who are low outcomes, with the implementation of remedial teaching is expected to have a competent knowledge in set material. 4) As a reference to determine the extent of remedial teaching can improve
student outcomes in set material
5) Helping teachers of math in search of forms of learning
1.7. Operational Definition
1) Teaching is a process that serves to guide develops themselves according to the developmental tasks that must be executed by the students. Sardiman (2007)
6
students in learning, so as to optimize the learning achievement. Mukhtar and Rusmini (2007).
79 CHAPTER V
CONCLUSION AND RECOMMENDATIONS
5.1. Conclusion
Based on the analysis of data and observations can be drawn conclusions as follows:
1. The implementation of CTL approach in remedial teaching can increase
students’ mathematical understanding in class VII SMP Negeri 1 Medan.
From the cycle I to cycle II the mathematical understanding of students in test is increase and satisfy to the indicator that haven’t been clear before given the treatment. Students’ activity in the class from the cycle I to cycle II is increase. From the cycle I to cycle II give the same treatment that is CTL approach in remedial teaching, to make students more active so the researcher make more small group.
2. Base on the worksheet of student, the mistake of student in solve the question is doing the questions in Set material is mistake in translate. Mistake to calculate, mistake in concept to solve the problem.
5.2. Suggestion
Based on the conclusion of the research, and then given suggestion:
1. For the mathematics teachers especially the teachers in SMP Negeri 1 Medan are suggested to implementation of CTL approach in remedial to
improve the students’ mathematical understanding for the students that have remedial.
2. For the mathematics teacher is suggested to use the students’ worksheet as alternative or media in giving the lesson to the students. It can make student more active in learning process.
80
4. To obtain the research which more believes this research is needed to use more time, subject of research, and use the rule to do remedial teaching.
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