Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Contextual Teaching and Learning (CTL) terhadap kemampuan representasi matematis siswa kelas VIII SMP Negeri 10 Tarakan. Jenis penelitian yang digunakan dalam penelitian ini adalah eksperimen semu dengan desain posstest only control group design. Populasi dalam penelitian ini adalah seluruh kelas VIII SMP Negeri 10 Tarakan. Pengambilan sampel dilakukan secara simple random sampling. Sampel dalam penelitian ini adalah kelas VIII-2 dan kelas VIII-3. Pengumpulan data dilakukan dengan menggunakan tes kemampuan representasi matematika. Analisis inferensial meliputi uji asumsi prasyarat dan uji independent sample t-test. Hasil analisis deskriptif menunjukkan bahwa rata-rata kemampuan representasi matematika kelas eksperimen adalah 68,65 dan rata-rata kemampuan representasi matematika kelas kontrol adalah 47,82. Hasil analisis uji independent sample t-test dengan taraf signifikan 5% (α = 0,05) diperoleh p-value sebesar 0. Sehingga dapat dilihat bahwa 0 < 0,05 dengan demikian H0 ditolak, artinya bahwa rata-rata kemampuan representasi matematika siswa yang menggunakan model pembelajaran Contextual Teaching and Learning lebih tinggi dari kemampuan representasi matematika siswa yang menggunakan model pembelajaran konvensional pada kelas VIII SMP Negeri 10 Tarakan, maka dapat disimpulkan model pembelajaran Contextual Teaching and Learning berpengaruh terhadap kemampuan representasi matematika siswa kelas VIII SMP Negeri 10 Tarakan.

Kata Kunci: Kemampuan Reprentasi Matematis, Model Pembelajaran Contextual Teaching and Learning

This study aimed to determine the effect of Contextual Teaching and Learning (CTL) model on mathematical representation ability of eight grade students of SMP Negeri 10 Tarakan. This was a quasi-experimental research with a posttest only control group design. The population in this study were all the eighth grade students of SMP Negeri 10 Tarakan. Sampling was done by simple random sampling technique. The sample in this study was class VIII-2 and class VIII-3. Data collection was performed using a mathematical representation ability test. Inferential analysis includes prerequisite test assumptions and independent sample t-test tests. Descriptive analysis results showed that the mean of mathematical representation ability of the experimental class was 68.65 and that of the control class was 47.82. Analysis of the independent sample t-test with a significance level of 5% (∝= 0.05) obtained a p-value of 0. So it was known that 0 < 0.05, which meant that the H0 was rejected. This results indicated that the average ability of students’ mathematical representation who were treated with the CTL model model was higher than those threated with the conventional learning model. It was concluded that the CTL model affected the mathematical representation ability of the eighth grade students of SMP Negeri 10 Tarakan. Keywords: Mathematical Repesentation Ability, Contextual Teaching and Learning (CTL)