PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN PENALARAN FORMAL TERHADAP HASIL BELAJAR MATEMATIKA
Authors: Mawi M. 
Published: May 2019

Abstrak: Penelitian ini bermaksud untuk mengetahui perbedaan hasil belajar matematika siswa SMA melalui penerapan dua strategi pembelajaran yang diperkirakan mampu memperlihatkan hasil belajar yang signifikan. Strategi pembelajaran yang diterapkan adalah strategi pembelajaran kontekstual (Contextual Teaching Learning) dan strategi pembelajaran langsung (Direct Instruction). Penelitian ini merupakan penelitian kuasi eksperimental dengan rancangan ”Analisis Faktorial 2x2” yang dilakukan di SMA Swasta Al Ulum Medan yang terdiri dari dua kelas. Data tentang profil kemampuan penalaran formal dianalisis dengan statistik deskriptif, sedangkan keunggulan komparatif strategi CTL dan DI terhadap hasil belajar matematika dianalisis dengan teknik analisis faktorial dua jalur. Hasil analisis data menunjukkan, bahwa: (1) Secara umum, Terdapat 40,625% Siswa Kelas X SMA Swasta Al Ulum Medan memiliki kemampuan penalaran formal berada pada kualifikasi transisi, 50% berkualifikasi formal, serta 9,375% siswa dengan kualifikasi kongkrit; (2) Strategi CTL lebih unggul daripada Strategi DI; (3) Kemampuan Penalaran Formal berpengaruh terhadap hasil belajar matematika siswa; dan (4) Terdapat Interaksi Antara Kemampuan Penalaran Formal dan Strategi Pembelajaran Terhadap Hasil Belajar Matematika. Berdasarkan temuan-temuan penelitian ini maka disarankan kepada para guru Matematika untuk menggunakan strategi CTL dalam proses pembelajaran guna meningkatkan hasil belajar matematika siswa. Kata Kunci: strategi pembelajaran, kemampuan penalaran formal, matematika Abstract: This research intends to know the difference of mathematics learning result of high school students through the application of two learning strategies that are expected to show significant learning result. Learning strategy applied is contextual learning strategy (Contextual Teaching Learning) and direct learning strategy (Direct Instruction). This research is an experimental quasi research with "2x2 Factorial Analysis" design done at SMA Swasta Al Ulum Medan consisting of two classes. Data on the profile of formal reasoning ability were analyzed with descriptive statistics, while the comparative advantage of CTL and DI strategy on mathematics learning outcomes was analyzed by two-way factorial analysis technique. The results of the data analysis show that: (1) In general, there are 40.625% of students of Class X Private High School Al Ulum Medan have formal reasoning ability are in transition qualification, 50% formal qualified, and 9,375% students with concrete qualification; (2) CTL strategy is superior to DI Strategy; (3) The ability of Formal Reasoning affects the student's mathematics learning outcomes; and (4) There is an Interaction Between the Ability of Formal Reasoning and Learning Strategy to Mathematics Learning Outcomes. Based on the findings of this research it is suggested to the Mathematics teachers to use CTL strategy in the learning process in order to improve the students' mathematics learning outcomes. Keywords: learning strategy, formal reasoning ability, math