<![CDATA[Kemampuan representasi matematis masih rendah. Tujuan penelitian yaitu mengetahui perbedaan peningkatan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistik. Metode penelitian yaitu kuasi eksperimen dengan populasi seluruh siswa kelas VIII salah satu SMP swasta di Kadungora. Sampel yaitu kelas VIII-A dan kelas VIII-C. Data diperoleh melalui tes uraian kemampuan representasi matematis. Hasil penelitian menunjukkan tidak terdapat perbedaan peningkatan kemampuan representasi matematis siswa antara yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistic.Kualitas peningkatan kemampuan representasi matematis berinterpretasi sedang. Pendekatan kontekstual dan pendekatan matematika realistik, keduanya dapat digunakan untuk meningkatkan kemampuan representasi matematika.Mathematical representation ability is still low. The purpose of this research is to find out the difference in increasing mathematical representation skills between students who get problem-based learning models through contextual approaches and realistic mathematics. The research method is quasi-experimental with a population of all eighth-grade students of a private junior high school in Kadungora. The samples are class VIII-A and class VIII-C. The data was obtained through a description test of the mathematical representation ability. The results showed that there was no difference in the improvement of students' mathematical representation abilities between those who received problem-based learning models through contextual approaches and realistic mathematics. The quality of improving the ability to interpret mathematical representation is moderate. Contextual approach and realistic mathematical approach, both can be used to improve mathematical representation ability.]]>
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