"Increasing Student Mathematics Learning Outcomes Through a Contextual Teaching and Learning Approach in Class IV SDN 08 Surau Gadang

Abstrak

Mathematics is a science whose truth is absolute, cannot be revised because it is based on pure deduction which is a unified system in mathematical proof. According to Hariwijaya (2009: 33) states that "mathematics is generally defined as a field of science that studies patterns of structure, change and space". Learning mathematics is a process to assist students in advancing their mindset, so that they can solve problems that exist in everyday life and trigger the development of existing technology. Contextual Teaching and Learning (CTL) is learning that emphasizes the process of full student involvement to be able to find the material being studied and relate it to real life situations so that it encourages students to apply it in their lives (Sanjaya, 2011: 11). This is very important, because by being able to correlate material found in real life, not only for students but the material will function functionally with the intention that the material studied by students will be firmly embedded in student memory so that it is not easily forgotten. This made researchers interested in conducting research entitled "Improving Student Mathematics Learning Outcomes Through the Contextual Teaching and Learning Approach in Class IV SDN 08 Surau Gadang". The type of research being conducted was classroom action research in the field of mathematics education and learning. In the opinion of Suharsimi (2007: 14) classroom action research is research conducted by teachers in their own class with the aim of improving their performance as teachers, so that student learning outcomes increase. The subjects of this study were fourth grade students at SDN 08 Surau Gadang with a total of 28 students, consisting of 14 male students and 14 female students enrolled in semester I of the 2022/2023 school year. Based on the results of the study, it was shown that student learning outcomes did not show a better improvement, as can be seen from the average learning outcomes in cycle I which was held in two meetings, namely 61.78. Based on the observations obtained from the first cycle, the researcher continued to cycle II. In cycle II learning activities, researchers have paid attention to the learning steps to be carried out, so that the desired results are achieved. This can be seen from the average learning outcomes in cycle II, which was held in two meetings, which increased to 71.4.