The Effectiveness of Mathematics Learning Through Contextual Teaching and Learning Approach in Junior High School

This research is the pre-experimental study involving one class as an experimental class with the aim to know the effectiveness of mathematics learning through the application of Contextual Teaching and Learning (CTL) approach to students of Junior I-figh School. This study refers to three criteria, namely the achievement of learning effectiveness in the classical mastery learning, student activities related to learning activities, and the positive response of students to the implementation of learning with CTL approach. The study design used is the one-shot case study. Unit experiment in this research is class many as 29 people as a class test to be applied CTI, approach.. The results showed that: (1) The average score of the final test (posttest) the results of students' mathematics learning was 81.62 with a standard deviation of 7.18. From these results showed that 28 students (96.55%) have achieved mastery of individuals and that means the classical completeness has been reached. (2) Average percentage of students achieving the expected frequency of effective activity, is 76.3%. (3) Questionnaire student responses indicate that students' response to the positive CTL approach that is 77.87%. Therefore, it can be concluded that the CTL approach in mathematics effectively in Junior High School.