PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA

LIFFIA SUCI NUR WAQIDAH: The Effect of the PBL Model with the CTL Approach on Students' Mathematical Problem-Solving Ability. Undergraduate Thesis. Mathematics Education Study Program, Muhammadiyah University of Ponorogo. Advisor I: Dr. Sumaji, M.Pd., Advisor II: Erika Eka Santi, M.Si.
This study was motivated by the low level of students' mathematical problem-solving ability. Students still experience difficulties in understanding problems, determining solution strategies, implementing solution plans, and reviewing the results obtained. In addition, teacher-centered learning causes students to be less active in constructing their own knowledge. Therefore, a learning model that actively involves students and relates learning materials to real-life contexts is needed. This study aimed to determine the effect of the PBL model with the CTL approach on students' mathematical problem-solving ability.
This study employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The population consisted of all eighth-grade students of MTs Muhammadiyah 2 Jenangan in the 2025/2026 academic year, totaling 83 students. The sampling technique used was cluster random sampling. The research sample consisted of Class VIII B as the experimental group, which received instruction through the PBL model with the CTL approach, and Class VIII C as the control group, which received conventional learning. Data were collected through mathematical problem-solving ability tests in the form of pretests and posttests. Data analysis was conducted using normality tests, homogeneity tests, and the Independent Samples t-Test.
The results of the study indicated that the PBL model with the CTL approach had a significant effect on students' mathematical problem-solving ability. Based on the results of the Independent Samples t-test, a t_value of 6.516 was obtained with a significance value of 0.000. Since 0.000 < 0.05 and t_count > t_table > (6.516 > 2.045), H₀ was rejected. This finding indicates that the average mathematical problem-solving ability of students who were taught using the PBL model with the CTL approach was higher than that of students who received conventional learning. Therefore, the PBL model with the CTL approach can be used as an alternative learning strategy to improve students' mathematical problem-solving ability.
Keywords: Problem Based Learning (PBL), Contextual Teaching And Learning (CTL), Mathematical Problem-Solving Ability, Learning Model.