MENINGKATKAN HASIL BELAJAR MATEMATIKA KESETARAAN NILAI UANG MELALUI PENDEKATAN KONTEKSTUAL BAGI PESERTA DIDIK HAMBATAN INTELEKTUAL KELAS X DI SLBN 02 JAKARTA

SITI ALYA RAHMAH, . (2026) MENINGKATKAN HASIL BELAJAR MATEMATIKA KESETARAAN NILAI UANG MELALUI PENDEKATAN KONTEKSTUAL BAGI PESERTA DIDIK HAMBATAN INTELEKTUAL KELAS X DI SLBN 02 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika pada materi kesetaraan nilai uang melalui pendekatan Contextual Teaching and Learning (CTL). Kemampuan memahami dan menggunakan nilai uang merupakan keterampilan penting bagi peserta didik hambatan intelektual sedang dalam kehidupan sehari-hari. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (Classroom Action Research) dengan model Kemmis dan McTaggart yang terdiri atas tahap perencanaan, tindakan dan observasi, serta refleksi. Data dikumpulkan melalui observasi dan tes unjuk kerja dalam bentuk pre-test dan post-test. Hasil penelitian menunjukkan adanya peningkatan hasil belajar pada setiap siklus. Pada Siklus I, hasil belajar peserta didik meningkat sebesar 11 poin dari kemampuan awal, namun belum mencapai indikator keberhasilan penelitian, yaitu peningkatan minimal 20 poin. Setelah dilakukan perbaikan tindakan pembelajaran pada Siklus II, hasil belajar peserta didik meningkat sebesar 26-29 poin dari kemampuan awal dengan rata-rata peningkatan sebesar 27,8 poin. Dengan demikian, seluruh peserta didik telah melampaui indikator keberhasilan penelitian yang ditetapkan, yaitu peningkatan minimal 20 poin. Hasil penelitian menunjukkan bahwa pendekatan Contextual Teaching and Learning (CTL) efektif dalam meningkatkan hasil belajar matematika pada materi kesetaraan nilai uang bagi peserta didik hambatan intelektual sedang. Kata Kunci: Hasil Belajar Matematika, Kesetaraan Nilai Uang, Hambatan Intelektual Pendekatan Kontekstual. ***** This study aimed to improve mathematics learning outcomes on the topic of money value equivalence through the Contextual Teaching and Learning (CTL) approach. The ability to understand and use money is an essential life skill for students with moderate intellectual disabilities in their daily lives. This study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which consists of the stages of planning, action and observation, and reflection. Data were collected through classroom observations and performance tests in the form of pre-tests and post-tests. The results showed an improvement in students' learning outcomes in each cycle. In Cycle I, students' learning outcomes increased by 11 points from the initial condition, although the improvement had not yet met the predetermined success criterion of a minimum 20-point increase. After improvements were implemented in Cycle II, students' learning outcomes increased by 26–29 points from the initial condition, with an average improvement of 27,8points. Therefore, all students exceeded the research success criterion, which was a minimum improvement of 20 points. The findings indicate that the Contextual Teaching and Learning (CTL) approach is effective in improving mathematics learning outcomes on the topic of money value equivalence for students with moderate intellectual disabilities.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Drs. Bahrudin, M.Pd.; 2). Citra Ashri Maulidina, M.Pd.
Subjects:	Pendidikan > Penelitian Tindakan Kelas Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Users 34894 not found.
Date Deposited:	11 Aug 2026 03:49
Last Modified:	11 Aug 2026 03:49
URI:	http://repository.unj.ac.id/id/eprint/69890

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