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  • 2. A. Background1. Mathematics as one of the basic science is also one of the main subjects taught in schools, with the aim that the students have the ability to think logically, critically, carefully, and analytical and have the skills to solve problems in everyday life.2. Based on this observation, it turns out the results of student learning, especially mathematics courses is still very low, this might be due to the time available for mathematics courses is very limited. Moreover, because mathematics is considered difficult and the learning process has not been used in accordance with the learning styles of children, causing students to be passive, bored, lazy and unmotivated to participate in a math lesson well.3. By applying contextual learning by studying quantum learning styles are expected to increase the activity and creativity of students in the learning process of mathematics so that students learning outcomes can be further increased.
  • 3. B. Problem Formulation1. How the activities of students during learning activities through the application of contextual learning mathematics with quantum learning visual learning styles?2. How the learning of mathematics through the application of contextual learning with quantum learning visual learning styles?3. How do students respond to the learning process through the application of contextual learning with quantum learning visual learning styles?
  • 4. C. Research Objectives1. To find out the student activity for learning mathematics through the application of contextual learning with quantum learning visual learning style.2. To find out the learning of mathematics through the application of contextual learning with quantum learning visual learning style.3. To study the response of students towards the learning process through the application of contextual learning with quantum learning visual learning style.
  • 5. D. Benefits of Research1. For Students With the application of contextual learning with learning styles quantum learning, then students are expected to be more motivated to learn so that they can improve student learning outcomes, especially in math.2. For Teachers In an effort to improve student learning outcomes.3. For Schools For consideration and input in an effort to improve the quality of teaching and learning in order to achieve the purposes of learning mathematics.4. For Researchers To add insight in the field of research. .
  • 6. E. Term Limits1. Contextual learning is learning that uses a variety of contextual issues as a starting point, in such a way that students learn to use the knowledge and ability to solve various problems.2. Quantum Learning is a way of learning that suppresses the ability of students to obtain lessons using learning styles visual, and kinesthetic audiotorial. Quantum learning is defined as an accelerator to learn is to enable students to learn at an impressive pace, with a normal effort and has fun.3. Learning style is visual learning style pass through of what is seen.4. Learning outcomes are the capabilities of the student after he received the experience of learning.5. Learning is a learning process that is conditioned in a certain atmosphere for students to obtain learning outcomes.
  • 7. F. Scope of ResearchIn order for this research focus and research objectives achieved, the problems in the studywas limited to studies conducted in class VII Bengkulu City Junior High School 5academic Year 2011/2012
  • 8. Review References
  • 9. A. The essence of Learning Mathematics Learning is a human process to achieve a wide range of competencies, skills and attitudes. Learning begins from birth until the end of human life. According to Morgan (Baharuddin, 2007: 14) suggests that learning is a change in behavior that is relatively fixed and occur as a result of training and experience. By studying the human will experience a change towards a better purpose and beneficial to himself and others. Learnibg of mathematics is the process of teaching and learning in the delivery and presentation of the material used elements are interrelated and influence to instill kosep mathematics so that students acquire learning outcomes.
  • 10. B. Contextual Learning (Contextual Teaching and Learning) Contextual approach to learning (CTL) is a concept which helps teachers learn to links between the material taught with real-world situations of students and encourage students to make connections between its knowledge with its application in their lives as members of the family and society (Muslich, 2007: 41; Sagala, 2005: 87; Nurhadi, 2004: 13). There are seven main components of contextual learning approach (Sagala, 2005: 87; Nurhadi, 2004: 13), namely: 1. Constructivism 2. Asked (questioning) 3. Find (inquiry) 4. Community learning 5. Modeling 6. Reflection 7. Authentic assessment
  • 11. C. Quantum Learning StyleThere are three quantum learning modalities learning styles are:1. Visual learning style (learning through what is seen) These learning styles to access visual images, which were created and remember. Color, space relationships, mental portraits and images are the things that stands out in this learning style2. Learning styles of auditory (learn by what is heard) These learning styles to access all kinds of sounds and words, created and remember. Music, tone, rhythm, and the internal dialogue is a prominent voice in this learning style.3. Kinesthetic learning style (learning through movement and touch) These learning styles to access all types of motion and emotion, which was created and remember. Movement, coordination, rhythm, emotional responses and physical comfort is the thing that stands out in this learning style.
  • 12. D. Contextual Learning with Quantum Learning StyleContextual learning with quantum learning style is learning in the delivery and presentationmaterials using elements that are interrelated and influence to instill kosep mathematics sothat students acquire through learning outcomes of what is seen for example through color,space relationships, mental portraits and images learning to use the knowledge and abilityto solve problems that can be relied upon or tested and measured its success to create anoptimal learning.
  • 13. D. Contextual Learning with Quantum Learning StyleSyntax of Contextual learning with quantum learning styles:1. Distribution of learning styles questionnaire which consisted of learning styles visual, auditory, and kinesthetic learning styles is useful to distinguish according to the ability of students in their lessons.2. Classify students into three groups of learning styles.3. Develop the idea that children will learn to be more meaningful in its own way and mengonstruksikan own work experience and new skills.4. Carry out as far as possible the activities found for all subjects by performing the learning process in accordance with visual learning styles performed by the image, and sepidol carta colored.5. Depeloving curiosity of students by asking questions.6. Create a learning community.7. Presents “model” as an example of learning.8. Do the reflections at the end of the meeting.9. Perform assessment at the end of each meeting and at the end of the test subject is held to determine the increase in overall test results of students learning by using the application of contextual learning with the learning styles of quantum learning.
  • 14. E. Learning Outcomes In teaching and learning outcomes of this study can be seen from the results of the evaluation or test results both orally and in writing that can be expressed in value or number is: good, average and poor. The content of the learning outcomes that include: 1. Cognitive domains 2. Affective domains 3. Psychomotor domains
  • 15. F. The Relation Between Learning Outcome Through Application of Contextual Learning with Quantum LearningRelation between learning outcomes through the application of contextual learning withlearning on a quantum learning styles visual styles is to encourage students to developstudents thinking that learning is more meaningful by working alone, finds himself andhis own experience and skills mengkontruksikan new and describes the information thatwas presented by the teachers so that they can always mengigatnya. Of learning styles thatwill make students more eager to learn because it fits the students skills in their lessons sothat every student learning outcomes will increase.
  • 16. Research Methology
  • 17. A. Type of researchType of research is Class Action Research. The study of this class action is an action takento improve the learning of mathematics by using quantum learning styles with visuallearning styles. B. Place and Time of ResearchThis study will be conducted at state Junior High School (SMP) 5 City of Bengkulu class IIand VII semesters when research is planned in May 2012.
  • 18. C. Investigated factorsActivities of students during learning activities through the application of contextuallearning mathematics with quantum learning visual learning style.Learning outcomes through the application of contextual learning mathematics withquantum learning visual learning style.
  • 19. D. Procedure of Research1. Planning Planning is explained by a complete and detailed account of what is carried out by researchers, and their activities include steps, actor, time, supporting, and others.2. Implementation Seen how in sync with the implementation of plans that have been made, the clarity of a step or process, what is done by actors, and so forth.3. Observation Observations can be unified with the implementation. When necessary research and observers were two different people. If the researcher works as well as observers, the observations are separated from the implementation stage.4. Reflection Describes the reflection time, the process steps must be clear, then the results should be presented in a complete description. Results of reflection should be used as an ingredient appears by researchers for planning the next cycle.
  • 20. D. Procedure of Research PlanningReflection Cycle I Implementation Observation PlanningReflection Cycle II Implementation Observation ? Flow Chart of Classroom Action Research
  • 21. E. Instrumen of Research1. Observation Sheet Observation is useful to know how far the implementation is often held so as to produce the expected changes. Observations made ​on the application of contextual learning with quantum belajvisual learning style is ar level of activity in learning2. Learning Test Results Test results of learning can be defined as the way (which can be used) or procedure (that need to be taken) within the framework of measurement and assessment of learning outcomes, which form a series of tasks and duties
  • 22. F. Data Analysis Techniques1. Observation Sheet Data obtained from observations by teacher observation sheet used beanalyzed using a score of observation and interval categories as in the followingtable: Criteria Score Interval Less 1 11-18 Enough 2 19-26 Good 3 27-33
  • 23. F. Data Analysis Techniques2. Test Data were analyzed using the average value of the class, absorptive capacity of studentand exhaustiveness learn classical. 1. The average value of the class 2. Exhaustiveness learn classical
  • 24. G. Indicators and Succes Criteria Students are said to be active in the lesson, if the observations of student activity is generally achieved either criterion is located in the interval 27-33. Increase students mathematics learning outcomes of each cycle with the following requirements:  If the minimum average student has achieved ≥ KKM mathematics courses.  If at least 85% of students scored ≥ completeness criteria studied.
  • 25. Thank You