ABSTRAK Penelitian ini bertujuan untuk: (1)mengetahui ada atau tidak adanya pengaruh strategi pembelajaran CTL (Contextual Teaching and Learning) dilengkapi LKS (Lembar Kerja Siswa) terhadap sikap ilmiah siswa, (2)mengetahui pengaruh strategi pembelajaran CTL (Contextual Teaching and Learning) dilengkapi LKS (Lembar Kerja Siswa) terhadap sikap ilmiah, (3)mengetahui respon siswa setelah menerapkan strategi pembelajaran CTL (Contextual Teaching and Learning) dilengkapi LKS (Lembar Kerja Siswa). Jenis penelitian eksperimen, desain penelitian ini Quasi Eksperimental Design dengan jenis nonequivalent control group design. Teknik sampling yang digunakan adalah sampling jenuh. Instrumen yang digunakan adalah lembarobservasi, lembarangket,lembar tes, dan lembardokumentasi.Hasil ujit-testpost-test sig.(2-tailed) diperoleh 0,000<0,05, berarti terdapat perbedaan sikap ilmiah siswa yang signifikan dengan pemberian perlakuan berupa strategi pembelajaran CTL (Contextual Teaching and Learning) dilengkapi LKS.Hasil uji N-gain sikap ilmiah kelas eksperimen mengalami peningkatan yang lebih baik daripada kelas kontrol, dengan nilai kelas eksperimen sebesar 0,6 dan kelas kontrol sebesar 0,1. Kata kunci: Strategi pembelajaran CTL (Contextual Teaching and Learning), LKS, dan sikap ilmiah siswa.

ABSTRACT The purposes of this study are: (1)to determine the existance of influence of CTL (Contextual Teaching and Learning)learning strategy attached with students sheet on students scientific attitude, (2)to determine the influence of CTL (Contextual Teaching and Learning) learning strategyattached with students sheet on students scientific attitude, (3)to determine students respond after implementing CTL (Contextual Teaching and Learning) learning strategyattached with students sheet. The study belongs to experiments. The research design applied is Quasi Eksperimental Design in nonequivalent control group design. Saturated sampling is applied as the samples technique. Instruments applied are observation, questionnaire, quiz sheet and documentation sheet. The result of t-test post-test experiment sig. (2-tailed) obtains the value of 0,000<0,05 which means there is a different scientific attitude after the treatments take place in form of CTL learning strategy attached with students sheet. The result of N-gain of scientific attitude on experiment class experiences an improvement that is considered better than the control class, where the experiment shows the value of 0,6, while the control is 0,1. Keywords: CTL (Contextual Teaching and Learning) learning strategy, students sheets, and students scientific attitude.

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