| dc.description.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. | en_US |
