cover
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Pythagoras : Jurnal Pendidikan Matematika
ISSN : 19784538     EISSN : 2527421X     DOI : 10.21831
Core Subject : Education,
Arjuna Subject : -
Articles 246 Documents
Drought-prone areas mapping using fuzzy c-means method in Gunungkidul district Kismiantini Kismiantini; Fajra Husniyah; Osval Antonio Montesinos-López
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.43780

Abstract

Gunungkidul district is one of the districts in the Special Region of Yogyakarta that is frequently affected by drought disasters. The purpose of this study is to map drought-prone areas in Gunungkidul district using the fuzzy c-means method, making it easier for the government to allocate water-dropping assistance to drought-affected areas. The research variables include rainfall, soil type, infiltration, slope, and land use. The type of variables is an ordinal scale, so they must be transformed using the successive interval method before being analyzed using the fuzzy c-means method. The cluster validity indexes of the Xie and Beni index, partition coefficient, and modification partition coefficient were used to find the optimal k. The results of fuzzy c-means clustering revealed three clusters with a low level of vulnerability consisting of 7 sub-districts, a moderate level of vulnerability consisting of 8 sub-districts, and a high level of vulnerability consisting of 3 sub-districts. Rainfall, land use, soil type, infiltration, and slope were the drought hazard factors with the greatest to least effect in this study.
YouTube vlog channels in basic mathematics as e-learning during the COVID-19 pandemic Vera Dewi Susanti; Ika Krisdiana; Wasilatul Murtafiah; Reza Kusuma Setyansah; Titin Masfingatin
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 1: June 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v16i1.40932

Abstract

This research aimed to produce YouTube vlog channels that are valid, practical, and effective to be used in facilitating e-learning in a basic mathematics course. The method used in this research is Research and Development (RD), which consists of four stages, namely define, design, develop, and disseminate. The subjects in this study were 62 third-semester students of the Mathematics Education Study Program at PGRI University of Madiun, Indonesia, where 50 students were field test subjects and 12 students were limited test subjects. The instruments used in this research were a validation sheet, a student response questionnaire, and a student learning outcomes test. This research produced YouTube vlog channels. Based on the validation results on teaching materials, an average score of 77% was obtained which was declared valid. Based on the student response questionnaire at the field test stage, it was obtained an average value of 75.46% which was stated to be practical. While at the limited test stage obtained a score of 81.94% which is also declared practical. Based on the learning outcomes test in the field test, the percentage of completeness was 81.82% which stated that the YouTube vlog channel was effective. Meanwhile, in the limited test stage, the completeness percentage was 82% which was also declared effective. Therefore, the produced YouTube vlog channel is feasible for use in e-learning environment.
Algoritma berhitung Blija ̂h pada masyarat Madura di Kabupaten Probolinggo: Alternatif pendekatan pembelajaran operasi bilangan Loviga Denny Pratama; Wahyu Setyaningrum
PYTHAGORAS Jurnal Pendidikan Matematika Vol 13, No 2: December 2018
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1053.782 KB) | DOI: 10.21831/pg.v13i2.15931

Abstract

Studi ini bertujuan untuk mendeskripsikan algoritma berhitung pada transaksi jual-beli yang dilakukan Blijh (penjual sayur tradisional) dalam masyarakat Madura di Kabupaten Probolinggo, Indonesia. Studi ini merupakan studi kualitatif dengan pendekatan studi kasus. Data dikumpulkan dengan teknik observasi dan wawancara. Sumber data adalah 8 orang Blijh yang tinggal di Kecamatan Paiton, Kabupaten Probolinggo, Indonesia. Analisis data dilakukan dengan menggunakan model Miles Huberman, dengan tahapan analisis meliputi reduksi data, penyajia datam dan penyimpulan. Data yang diperoleh berupa data kualitatif yang menggambarkan beberapa algoritma berhitung yang terdiri dari penjumlahan, pengu­rangan, perkalian dan pembagian. Adapun dalam artikel ini akan fokus pada algoritma penjumlahan dan pengurangan. Hasil studi menunjukkan bahwa (1) algoritma berhitung penjumlahan dan pengurangan yang dilakukan oleh Blijh berbeda dengan algoritma yang diajarkan di sekolah; (2) dalam melakukan operasi penjumlahan dan pengurangan, cara yang berbeda yang digunakan oleh Blijh yaitu dengan menggenapkan bilangan pertama ke bilangan puluhan diatasnya, berbeda dengan cara yang diajarkan di sekolah, dimana cara yang digunakan yaitu cara bersusun panjang dan bersusun pendek.  Hasil penelitian ini diharapkan dapat memberikan inspirasi dan alternatif dalam pembelajaran berhitung di kelas.Kata kunci: algoritma berhitung, Blijh, operasi bilangan, pendekatan pembelajaran Blijh’s arithmetic algorithm on Madurese society in Probolinggo Regency:An alternative approach in learning number operation AbstractThe aim of this study was to describe arithmetic algorithm on transaction em­ployed by Blijh (traditional vegetables seller) in Madurese community at Probolinggo regency, Indonesia. The study was a qualitative approach by means of case study. The data were gathered through observation and interviews. The partisipants of this study were 8 Blijh living in Paiton, Probolinggo regency, Indonesia. The data were analyzed using Miles Huberman model, with analysis step consisting of data reduction, data display, and conclusion. The results of this study obtained some arithmatics algorithm of addition, subtraction, multipication, and division. This paper, however, will only focus on addition and subtraction algorithm. The data reveals that (1) arithmatic algorithm of addition and substraction which used by Blijh was different from the one taught at school; (2) In performing addition and substraction operations, the different method which used by Blijh namely replace the first number to tens above it, while the method that taught at school was using long and short-stacke method. The results of this study could be used as one of teaching and learning approach to develop numerical and mental calculation skills.
Scaffolding to Support Better Achievement in Mathematics Nila Mareta Murdiyani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.438 KB) | DOI: 10.21831/pg.v8i1.8496

Abstract

According to the National Science Education Standards, teachers should emphasize students’ interests, needs, experiences, inquiry, collaboration and understanding in their classrooms. One of the characteristics of inquiry is using scaffolding. Because of the benefits, it is important to investigate the effect of scaffolding on achievement in mathematics. Based on some relevant previous studies, scaffolding can be used to support better achievement in mathematics. In scaffolding, teacher’s guidance decreases gradually and student’s autonomy increases gradually. By giving guidance, teacher revises student’s misconceptions; while by giving autonomy, teacher supports student’s motivation in learning. Minimizing misconceptions and maximizing motivation can lead students to better achievement in mathematics. Many studies in this paper emphasize the importance of teachers' contribution in giving scaffolding to their students. Further research should be conducted to investigate the role of other people surrounding the students, such as parent and peer, in supporting effective scaffolding.Keywords: scaffolding, achievement in mathematics, misconceptions, motivation
Problem posing ability among prospective mathematics teachers Ibnu Rafi; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.19 KB) | DOI: 10.21831/pg.v14i2.29976

Abstract

Posing mathematics problem is perceived as one of the learning strategies to promote students’ skills in mathematics problem-solving as well as one of the crucial competencies that should be mastered by prospective mathematics teachers. Some people argued that for prospective mathematics teachers, posing mathematics problem itself is as important as solving mathematics problem because when they become mathematics teachers, there exist necessity for them to pose mathematics problem as a means for assessing students’ understanding or achievement. The aim of this article, therefore, was to focus on the investigation into the prospective mathematics teachers’ ability in posing mathematics problems. Relevant literature from several electronic databases such as SpringerLink, ScienceDirect, ResearchGate, and Google Scholar was searched based on the following keywords: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, and ‘posing mathematics problem’. There was a total of 16 articles which were included into this review according to the determined inclusion criteria as follow: an empirical study that was published in journal or conference proceeding with the publication date from years of 2009 to 2019, written in English, full text, and discussing about prospective mathematics teachers’ ability in posing problem-related to mathematics. There were as many as three themes that deal with the prospective mathematics teachers’ ability to pose the mathematics problem, i.e. type of posed problem, ability in posing mathematics problem, and the difficulty which was experienced by prospective mathematics teachers in posing mathematics problem. These three themes and their implications are discussed in this article.Kemampuan calon guru matematika dalam mengajukan masalahAbstrakPengajuan masalah matematika dapat dianggap sebagai salah satu strategi pembelajaran untuk mengembangkan keterampilan siswa dalam memecahkan masalah matematika serta sebagai salah satu kompetensi yang penting yang seharusnya dikuasai oleh calon guru matematika. Beberapa orang berpendapat bahwa untuk calon guru matematika, mengajukan masalah matematika itu sama pentingnya dengan memecahkan masalah matematika karena ketika mereka menjadi guru matematika, ada suatu keharusan bagi mereka untuk mengajukan masalah matematika sebagai saran untuk menilai pemahaman atau pencapaian siswa. Tujuan artikel ini, oleh karena itu, adalah untuk fokus pada penyelidikan kemampuan calon guru matematika dalam mengajukan masalah matematika. Literatur yang relevan dari beberapa basis data elektronik seperti SpringerLink, ScienceDirect, ResearchGate, dan Google Scholar dicari berdasarkan kata kunci berikut: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, dan ‘posing mathematics problem’. Ada total 16 artikel yang dimasukkan ke dalam tinjauan ini sesuai dengan kriteria inklusi yang ditentukan sebagai berikut: studi empiris yang diterbitkan dalam jurnal atau prosiding seminar dengan tanggal publikasi dari tahun 2009 hingga 2019, ditulis dalam bahasa Inggris, teks lengkap, dan membahas tentang kemampuan calon guru matematika dalam mengajukan masalah yang berkaitan dengan matematika. Ada tiga tema yang berhubungan dengan kemampuan calon guru matematika untuk mengajukan masalah matematika, yaitu jenis masalah yang diajukan, kemampuan dalam mengajukan masalah matematika, dan kesulitan yang dialami oleh calon guru matematika dalam mengajukan masalah matematika. Ketiga tema dan implikasinya dibahas dalam artikel ini.
Pengembangan Bahan Ajar Matematika yang Berorientasi pada Karakter dan Higher Order Thinking Skill (HOTS) Shin’an Musfiqi; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (758.145 KB) | DOI: 10.21831/pg.v9i1.9063

Abstract

 Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika SMP kelas VIII semester 1 yang valid, praktis, dan efektif untuk meningkatkan karakter dan higher order thinking skill (HOTS) siswa. Penelitian ini merupakan penelitian pengembangan yang dilakukan dalam tiga tahap, yaitu tahap pendahuluan, tahap pembuatan, dan tahap pengembangan. Tahap pendahuluan dilakukan analisis konteks dan masalah, kajian pustaka, dan perumusan tujuan pembelajaran, tahap pembuatan terdiri atas penyusunan instrumen tes, penentuan: media, strategi, dan materi pembelajaran, dan penyusunan desain awal produk, dan pada tahap pengembangan, dilakukan tiga siklus evaluasi formatif, yakni: uji coba produk, evaluasi, dan revisi produk. Bahan ajar yang dihasilkan dalam penelitian ini terdiri atas rencana pelaksanaan pembelajaran (RPP) dan lembar kerja siswa (LKS). Hasil penelitian menunjukkan bahwa bahan ajar yang dihasilkan valid, praktis, dan efektif ditinjau dari orientasi bahan ajar terhadap karakter dan HOTS. Keefektifan bahan ajar ditunjukkan oleh hasil penilaian melalui angket karakter dan tes HOTS. Berdasarkan hasil penilaian, persentase siswa yang memiliki karakter minimal baik meningkat dari 78% menjadi 100% (meningkat 22%). Selanjutnya, berdasarkan hasil tes HOTS, banyaknya siswa yang tuntas meningkat dari 0% menjadi 74% (meningkat 74%).Kata Kunci: pengembangan, bahan ajar, RPP, LKS, karakter, keterampilan berpikir tingkat tinggi, HOTS Developing Mathematics Instructional Materials Oriented to Character and Higher Order Thinking Skill (Hots) AbstractThis research aimed to produce mathematics instructional materials for junior high school grade 8th semester 1 that is valid, practical, and effective for improving the student’s character and higher order thinking skill (HOTS). This research was a developmental research consisting of three phases: preliminary phase, designing phase, and developing phase. In the preliminary phase, contexts and problems analysis, literature review, and formulation of learning objectives were conducted. The designing phase consisted of developing the test instrument, determining the instructional strategies, media, and materials, and designing of the initial design of products. At the developing phase, three cycles of formative evaluation were conducted, consisting of product testing, evaluation, and product revision.The instructional materials produced consisted of lesson plans and student worksheets.  The results showed that the instructional materials produced are valid, practical, and effective in terms of character and HOTS. The effectiveness of the instructional materials was shown by the results of the character questionnaire and the HOTS test. Based on the results of the character questionnaire, the percentage of students who have minimum good character increased from 78% to 100% (up 22%). Furthermore, based on the results of the HOTS test, the number of students who completed increase from 0% to 74% (up 74%).Keywords: development, instructional materials, lesson plan, student worksheet, character, higher order thinking skill (HOTS)
Keefektifan Cooperative Learning Tipe Jigsaw dan STAD Ditinjau dari Prestasi Belajar dan Kepercayaan Diri Siswa Curie Putri Hijrihani; Dhoriva Urwatul Wutsqa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (780.365 KB) | DOI: 10.21831/pg.v10i1.9091

Abstract

Penelitian ini bertujuan untuk mendeskripsikan (1) keefektifan model pembelajaran kooperatif tipe Jigsaw dan Student Teams Achievement Divisions (STAD) ditinjau dari prestasi belajar dan kepercayaan diri siswa SMP dan (2) perbandingan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan STAD ditinjau dari prestasi belajar siswa dan kepercayaan diri siswa SMP. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan STAD pada masing-masing variabel; (2) analisis multivariat yang digunakan untuk mengetahui ada tidaknya perbedaan keefektifan Jigsaw dan STAD secara simultan; (3) uji lanjut dengan prosedur Bonferroni, yang digunakan untuk untuk mengetahui model pembelajaran yang lebih efektif antara Jigsaw dan STAD ditinjau dari prestasi belajar dan kepercayaan diri siswa. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran kooperatif tipe Jigsaw dan tipe STAD tidak efektif  ditinjau dari prestasi belajar siswa, tetapi efektif ditinjau dari kepercayaan diri siswa dan (2) model pembelajaran kooperatif tipe STAD tidak lebih efektif daripada model pembelajaran kooperatif tipe Jigsaw ditinjau dari prestasi belajar siswa, dan (3) model pembelajaran kooperatif tipe Jigsaw tidak lebih efektif daripada model pembelajaran kooperatif tipe STAD ditinjau dari kepercayaan diri siswa. Kata kunci: Jigsaw, STAD, prestasi, dan kepercayaan diri The Effectiveness of Cooperative Learning in Terms of Students’ Achievement and Self-Confidence AbstractThis research was aimed to describe: (1) the effectiveness of cooperative learning models of Jigsaw and STAD in terms of junior high school students’ achievement and self-confidence, (2) the difference of the effectiveness of cooperative learning models of Jigsaw and STAD in terms of junior high school students’ achievement and self-confidence. This research was a quasi-experimental study using two experimental groups. The data analysis techniques consisted of: (1) one sample t-test carried out to investigate the effectiveness of the Jigsaw and the STAD in each variable; (2) the multivariate analysis carried out to investigate the difference of the effectiveness of the Jigsaw and the STAD on two dependent variables simultaneously; (3) post-hoc test involving the Bonferroni procedure carried out to analyze which one was more effective between the Jigsaw and STAD in terms of students’ achievement and self -confidence. The results of the research showed that: (1) the cooperative learning models of Jigsaw and STAD were not effective in terms of students’ achievement, but effective in terms of students’ self-confidence; (2) the cooperative learning model of STAD was not more effective than Jigsaw in terms of students’ achievement; and (3) the cooperative learning model of Jigsaw was not more effective than STAD in terms of students’ achievement self-confidence.Keywords: Jigsaw, STAD, achievement, and self-confidence
Perbandingan antara Keefektifan Model Guided Discovery Learning dan Project-Based Learning pada Matakuliah Geometri Okky Riswandha Imawan
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 2: December 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (626.107 KB) | DOI: 10.21831/pg.v10i2.9156

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan perbedaan keefektifan antara model Guided Discovery Learning (GDL) dan model Project- Based Learning (PjBL) ditinjau dari prestasi belajar, kepercayaan diri, dan keterampilan berpikir kritis mahasiswa pada matakuliah geometri ruang. Jenis penelitian ini adalah kuasi eksperimen. Subjek penelitian ini adalah dua kelas mahasiswa Program Studi Pendidikan Matematika Universitas Ahmad Dahlan semester 2 yang dipilih secara acak. Analisis data untuk menguji keefektifan model GDL dan model PjBL ditinjau dari masing-masing variabel terikat menggunakan Uji t. Sedangkan teknik analisis data untuk menguji perbedaan antara keefektifan model GDL dan model PjBL menggunakan Uji MANOVA. Hasil penelitian menunjukkan bahwa, ditinjau dari prestasi belajar, kepercayaan diri, dan keterampilan berpikir kritis mahasiswa diketahui bahwa penerapan  model GDL pada matakuliah Geometri Ruang efektif, penerapan Model PjBL pada matakuliah Geometri Ruang efektif, dan tidak terdapat perbedaan keefektifan model GDL dan model PjBL pada matakuliah Geometri Ruang.Kata Kunci: model guided discovery learning, model project-based learning, prestasi belajar, kepercayaan diri, keterampilan berpikir kritis The Comparisons Between the Effectiveness of the Guided Discovery Learning Model and Project-Based Learning Model on Solid Geometry Subjects AbstractThis research aims to describe the effectiveness and effectiveness differences of the Guided Discovery Learning (GDL) Model and the Project Based Learning (PjBL) Model in terms of achievement, self-confidence, and critical thinking skills of students on the Solid Geometry subjects. This research was quasi experimental. The research subjects were two undergraduate classes of Mathematics Education Program, Ahmad Dahlan University, in their second semester, established at random. The data analysis to test the effectiveness of the GDL and PjBL Models in terms of each of the dependent variables used the t-test. The data analysis to test differences between effectiveness of the GDL and that of the PjBL Model used the MANOVA test. The results of this research show that viewed from achievement, self confidence, and critical thinking skills of the students are the application of the GDL Model on Solid Geometry subject is effective, the application of the PjBL Model on Solid Geometry subject is effective, and there is no difference in the effectiveness of GDL and PjBL Models on Solid Geometry subject in terms of achievement, self confidence, and critical thinking skills of the students.Keywords: guided discovery learning model, project-based learning model, achievement, self-confidence, critical thinking skills
SYARAT FRITZ JOHN PADA MASALAH OPTIMASI BERKENDALA KETAKSAMAAN Caturiyati Caturiyati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 5, No 2: Desember 2009
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.912 KB) | DOI: 10.21831/pg.v5i2.550

Abstract

Syarat-syarat optimasi masalah optimasi berkendala merupakan perluasan syarat-syarat optimasi masalah optimasi tak berkendala. Pada paper ini diuraikan syarat Fritz John yang merupakan perluasan syarat optimasi masalah optimasi tak berkendala untuk menyelesaikan masalah optimasi berkendala.Kata kunci : syarat Fritz John, masalah optimasi berkendala, masalah optimasi tak berkendala
Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP Abdul Khamid; Rusgianto Heri Santosa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (651.08 KB) | DOI: 10.21831/pg.v11i2.10660

Abstract

Penelitian ini bertujuan untuk menguji keefektifan pendekatan Problem-Based Learning (PBL) dan Contextual Teaching and Learning (CTL) ditinjau  dari kemampuan komunikasi matematis dan motivasi belajar siswa dan manakah yang lebih efektif diantara keduanya. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Margasari Kabupaten Tegal. Sampel penelitian kelas VIII-A dan VIII-H. Untuk menguji keefektifan pendekatan pembelajaran data dianalisis dengan uji one sample    t- test pada taraf signifikansi 5%. Untuk mengetahui perbedaan keefektifan pembelajaran data diukur dengan  uji Hotelling’s Trace pada taraf signifikansi 5% dan selanjutnya digunakan uji independent sample t-testuntuk mengetahui pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: pendekatan PBL dan CTL efektif ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan pendekatan PBL lebih efektif dibandingkan dengan pendekatan CTL ditinjau dari motivasi belajar siswa, namun tidak lebih efektif ditinjau dari kemampuan komunikasi matematis.Kata Kunci:  pendekatan Problem-Based Learning, pendekatan Contextual Teaching and Learning,   kemampuan komunikasi matematis, dan motivasi belajar siswa. The Effectiveness of PBL Approach and CTL Viewed from Mathematical Communication and Learning Motivation of Students Junior High School  AbstractThis study aims to examine  the effectiveness of Problem Based-Learning (PBL) and Contextual Teaching and Learning (CTL) viewed from students’ mathematical communication ability and learning motivation and which more effective instruction between PBL approach and CTL approach. This study was quasi experiment research. The population covered all grade VIII students of SMP Negeri 1 Margasari in Tegal Regency.  The sample of class VIII-A and VIII-H. To test the effectiveness of the PBL and CTL approaches, the data were analyzed using the one-sample t-test at the significance level of 5%. To determine differences in the effectiveness of mathematics teaching data were analyzed using Hotteling Trace at the significance level of 5% and followed by independent sample t- test to determine which approach was more effective. The results of this study show that: the PBL approach and CTL is effective to increase students’ communication ability and learning motivation and the PB L approach is more effective than the CTL approach viewed from students’ learning motivation but not more effective viewed from mathematical communication ability .Keywords: Problem-Based Learning approach, Contextual Teaching and Learning approach, mathematical communication ability, student’s learning motivation.

Page 1 of 25 | Total Record : 246