### Differences Representation Ability and Mathematical Disposition Students Who Realistic Mathematics Learning and Contextual Teaching and Learning Approached (CTL) in SMP N 12 MEDAN

#### Abstract

The purpose of this research is to analyze: (1) difference of mathematical representation ability between students who are given realistic mathematics learning approach and given CTL, (2) difference of mathematical disposition between students who are given realistic mathematics learning approach and given CTL, (3) the interaction between mathematics learning (realistic mathematics learning approach and CTL) with students 'early mathematical abilities on students' mathematical representation abilities, (4) interaction between mathematics learning (realistic mathematics learning approach and CTL) with students 'early mathematical abilities on students' mathematical dispositions. The kind of this research is quasi experiment. The population of this research is all students of SMP Negeri 12 Medan. The sample of research was taken randomly as many as 2 classes amounted to 64 students. The analisys is used by using 2 rutes anava. The results of this research shows that: (1) there are differences in the ability of mathematical representation between students who are given realistic mathematics learning approach and those given CTL, (2) There is difference of mathematical disposition between students who are given realistic mathematics learning approach and given CTL, (3) there is no interaction between mathematics learning (realistic mathematics learning approach and CTL) with students' early mathematical ability to students' mathematical representation, (4) there is no interaction between mathematics learning (realistic mathematics learning approach and CTL) with students' mathematical early ability to student mathematical disposition.

**Keywords**: Realistic mathematics learning approach, CTL Learning, Representation Ability, and Mathematical Disposition.

To list your conference here. Please contact the administrator of this platform.

**Paper submission email: JEP@iiste.org**

ISSN (Paper)2222-1735 ISSN (Online)2222-288X

Please add our address "contact@iiste.org" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright © www.iiste.org