Peningkatan Kemampuan Menghitung Pecahan melalui Pembelajaran CTL di MI Negeri Peureulak

Abstract

Learning mathematics in elementary school should use several learning strategies, the
goal is to facilitate the teaching and learning process. Based on the results of
preliminary observations in four grade showed that students were not able to count
the same-denominated fractions and those with different denominations. The use of
this contextual teaching and learning (CTL) strategy aims to improve the ability to
count students and to find out the activities carried out by students, especially in
fraction material in four grade of MIN Peureulak. This research is a classroom action
research (PTK), carried out in two cycles at IV/a class. The instrumens used to obtain
data in this study were tests and observations. Data were analyzed using the
percentage formula. The results showed that there was an increase in the level of
completeness of student learning outcomes slassically in cycle one totaling 42%. In the
second cycle increased to 77%, and there was an increase in student learning activities
is in cycle one totaling 73% and cycle two it increase to 87%. Based on the results of
this it can be concluded that the application of contextual teaching and learning (CTL)
strategies can improve student's counting abilities and can improve learning activities
especially in fraction material in four grade of MIN Peureulak