This document outlines a classroom action research project that aims to improve student learning outcomes in mathematics through the implementation of contextual learning and quantum learning styles focusing on visual learning. Specifically, the research seeks to understand student activity, the learning process, and student responses when contextual learning is applied with a visual learning style approach. The researcher hopes this approach will increase student motivation and creativity, leading to better learning outcomes. The study will take place in a 7th grade class in Bengkulu, Indonesia and use methods like student surveys, observation, and tests to evaluate the results.

1. EFFORTS TO IMPROVE STUDENT LEARNING THROUGH THE
IMPLEMENTATION OF CONTEXTUAL LEARNING WITH
QUANTUM LEARNING (VISUAL LEARNING STYLE) IN CLASS VII
SMP N 5 BENGKULU
CLASSROOM ACTION RESEARCH
By :
Okta Azdiyani
A1C009035

2. A. Background
1. 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 Formulation
1. 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 Objectives
1. 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 Research
1. 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 Limits
1. 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 Research
In order for this research focus and research objectives achieved, the problems in the study
was limited to studies conducted in class VII Bengkulu City Junior High School 5
academic 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 Style
There 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 style
2. 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 Style
Contextual learning with quantum learning style is learning in the delivery and presentation
materials using elements that are interrelated and influence to instill kosep mathematics so
that 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 ability
to solve problems that can be relied upon or tested and measured its success to create an
optimal learning.

13. D. Contextual Learning with Quantum Learning Style
Syntax 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 Learning
Relation between learning outcomes through the application of contextual learning with
learning on a quantum learning styles visual styles is to encourage students to develop
students' thinking that learning is more meaningful by working alone, finds himself and
his own experience and skills mengkontruksikan new and describes the information that
was presented by the teachers so that they can always mengigatnya. Of learning styles that
will make students more eager to learn because it fits the students' skills in their lessons so
that every student learning outcomes will increase.

16. Research Methology

17. A. Type of research
Type of research is Class Action Research. The study of this class action is an action taken
to improve the learning of mathematics by using quantum learning styles with visual
learning styles.
B. Place and Time of Research
This study will be conducted at state Junior High School (SMP) 5 City of Bengkulu class II
and VII semesters when research is planned in May 2012.

18. C. Investigated factors
Activities of students during learning activities through the application of contextual
learning mathematics with quantum learning visual learning style.
Learning outcomes through the application of contextual learning mathematics with
quantum learning visual learning style.

19. D. Procedure of Research
1. 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
Planning
Reflection Cycle I Implementation
Observation
Planning
Reflection Cycle II Implementation
Observation
?
Flow Chart of Classroom Action Research

21. E. Instrumen of Research
1. 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 learning
2. 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 Techniques
1. Observation Sheet
Data obtained from observations by teacher observation sheet used be
analyzed using a score of observation and interval categories as in the following
table:
Criteria Score Interval
Less 1 11-18
Enough 2 19-26
Good 3 27-33

23. F. Data Analysis Techniques
2. Test
Data were analyzed using the average value of the class, absorptive capacity of student
and 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