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Abstract
Penelitian bertujuan untuk menguji pengaruh pendekatan pembelajaran kontekstual dan konvensional, serta gaya kognitif field independent dan field dependent terhadap hasil belajar matematika. Penelitian dilakukan di SMA Negeri Jakarta Selatan. Sampel penelitian berjumlah 80 siswa. Penelitian menggunakan metode eksperimen, dengan desain faktorial 2 x 2. Dalam menghimpun data, digunakan instrumen kuesioner. Data yang sudah terhimpun, dianalisa dengan teknik statistik deskriptif dan inferensial, menggunakan ANOVA dua jalur dan uji lanjut dengan uji Tukey HSD, pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan: (1) Terdapat pengaruh yang signifikan pendekatan pembelajaran terhadap hasil belajar matematika, pendekatan pembelajaran kontekstual lebih efektif dari pendekatan pembelajaran konvensional, (2) Terdapat pengaruhh gaya kognitif terhadap hasil belajar matematika, hasil belajar siswa dengan gaya kognitif field independent lebih tinggi dari siswa dengan gaya kognitif field dependent, (3) Terdapat pengaruh interaksi pendekatan pembelajaran dan gaya kognitif terhadap hasil belajar matematika. Secara keseluruhan, hasil belajar matematika siswa sangat ditentukan oleh pendekatan pembelajaran dan gaya kognitifnya.
The study aims to examine the influence of contextual learning and conventional approaches, as well as cognitive style independent field and dependent field on the result of learning mathematics. The study was conducted at the South Jakarta District Public Senior High School. These samples included 80 students. Research using experimental methods, with a 2 x 2 factorial design. In collecting the data, used questionnaire. The data has been collected, analyzed by descriptive and inferential analysis techniques, using ANOVA two lanes and a further test with Tukey HSD test, at significance level α = 0.05. The results showed: (1) There is a significant effect on learning outcomes approach to teaching mathematics, contextual learning approach is more effective than conventional learning approaches, (2 ) There is influence cognitive style on mathematics learning outcomes, student learning outcomes with cognitive style independent field higher than students with cognitive style field dependent, (3) there is an interaction influence approach to learning and cognitive style on learning outcomes mathematics. Overall, the results of students’ mathematics learning is largely determined by the approach to learning and cognitive styles.