KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTS PADA MATERI HIMPUNAN

Students often answer the question given by the teacher in a trial manner, in which when answering the question of students not understanding the question first, on the reason that the problem given is different from the problem studied so that the student assumes that math lessons are hard to understand and make the head dizzy, because it causes the obtained results to be wrong. Therefore, the study aims to describe the potential mathematical solution of class VIII MTs students in assembly material at one of the schools in the khanebic district. The research method used is qualitative descriptive. The data analysis technique used was an interactive model of miles and hubermans. The subject used in the study is an eighth grader of 15 students taken under temptive sampling. The test instrument used is to describe the problem-solving and non-tes ability by conducting an interview. Results from the study indicate that the ability to solve a student's mathematical problem falls into three categories, with 26.7% of the student is high, 133% are moderate and 60% are low. The results suggest that students' capacity for mathematical problem solving is relatively low, which means there are several indicators of an optimum problem solving capability.Â

PENGARUH MODEL PEMBELAJARAN CTL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VII SMP

The purpose of this study was to see whether there were differences in the achievement and improvement of mathematical problem-solving abilities of students who received CTL learning with students who received direct learning and to see how much influence the CTL learning model had on the mathematical problem-solving abilities of experimental class students. This study uses a quantitative approach with experimental methods. The population used was class VII students at SMP Negeri 5 Karawang Barat with samples namely class VII B (experimental class applied CTL learning model) and VII D (control class applied direct learning model) taken by purposive sampling. The instruments used are test and non-test instruments (interviews), where the data obtained will be measured by statistical tests in the form of prerequisite tests, t-tests, Mann-Whitney tests (if the data are not normally distributed), n-gain and effect tests. size. The results of this study indicate that the average achievement and improvement of mathematical problem-solving abilities of students who receive CTL learning is better than students who receive direct learning, and the large influence of the CTL learning model on students' mathematical problem-solving abilities is in the criteria classified as large