KEMAMPUAN MENJUMLAHKAN BILANGAN PECAHAN DENGAN PEMBELAJARAN KONTEKSTUAL (CONTEXTUAL TEACHING LEARNING) SEBAGAI UPAYA MERETAS SEKOLAH HUMANIS

Abstract

This study aims to describe 1) the implementation of contextual teaching learning (CTL) to the students of Grade 4 at SD Muhammadiyah Program Khusus, Kota Barat, Surakarta; 2) the ability to add the fraction after taking CTL; and 3) the students’ motivation of learning in adding fraction after joining CTL. The findings of the study show that the lesson plan has been arranged each academic year. Mathematics learning, particularly adding fraction was carried out in three stages: pre-instructional, instructional, and evaluation. In the evaluation stage, the teacher gave a task. In this process, it seems that the student has a high motivation to take learning with CTL. After the teacher explained an instruction, and then asked the students to answer the questions. After that, the students were asked to write the answers to the questions on the whiteboard. Most of the students took an active role and had a high motivation during the learning. It could be concluded that 1) the implementation of mathematics learning at SD Muhammadiyah Program Khusus, Kota Barat, Surakarta had been acceptable to the learning principles: planning, and follow up. 2) In the process of learning, it seems that the students had a high motivation to take learning with CTL. 3) Accordingly, in the process of learning, a majority of the students showed a high motivation to join the activities.