BACKGROUND of ISSUEFast and Rapid change emerged in many areas

of life

Life issues are also increasingly

complex

All aspects of life can not be

separated from the mathematical

Problem-based learning model is more attractive,

where students can collaborate with the group, although not to the teacher

asked directly,

Teachers considered it less efficient problem-

based learning in terms of both time and subject matter being taught.

Lessons should be drawn up which is based on problems

Researchers to conduct research

In accordance with the KTSP, Graduate

Competency Standards (SKL)

mathematics courses have been directed to be used in problem solving

Problem formulation

OBJECTIVES

BENEFITS

OPERATIONAL DEFINITIONS

In general, people understand the problem as the gap between reality and expectation. But in mathematics, the term problem has a more

specific meaning. In this case not every problem can be called a problem.

(Widada, 2004: 32)

A good problem situation must meet at least five important criteria:

(Trianto, 2007: 67)

(Widada, 2004: 23)

PurposeProblem Based Learning

(Widada, 2004: 23)

syntaxProblem Based Learning

(Widada, 2004: 26)

Stage The teacher's behavior

Phase-1 To issue the student orientation

The teacher explains the learning objectives, describes the logistics required, motivating students engage in problem solving activities are chosen.

Phase-2 Students organize to Study

Teachers help students learn to define and organize the tasks associated with the issue.

Phase-3 Individual and group guided inquiry

Teachers encourage students to collect appropriate information, conduct experiments, to obtain an explanation and problem solving.

Phase-4 Develop and Present Work

Teachers assist students in planning and preparation of appropriate work such as reports, videos, and models and help them to share the duties with his friend.

Phase-5 Analyzing and Evaluating Problem-Solving Process

Teachers help students to reflect or evaluate their investigations and the processes they use.

STUDY RESULTSAccording Dimyati and Mujiono (1999: 3), the study is the result of an interaction acts and acts of teaching and learning. In terms of teachers, teaching act ends with the evaluation of learning results. From the students, learning outcomes are the end pieces, and their peak learning process.

According to Sudjana (2001: 22), the results of learning are skills that the students after he received the experience of learning.

Can be concluded that the study is the ability of businesses that have been made by students after the teaching-learning process. Learning outcomes can be measured through the evaluation process learning outcomes. Learning outcomes in this study is the result of studying the impact of teaching the learning outcomes that can be measured and poured in symbols or numbers.

COOPERATION IN THE GROUP

Affectively, students are capable of high academic also need to train ourselves to work together and share with the less. The ability to work together can be very useful later on in the world of work and community life.

So that students can work effectively in the learning process, each group member needs to have a spirit of cooperation. This cooperative spirit can be felt with the intention of fostering and tips for students in collaboration with others.

RELEVANT RESULTS

The results Jelta Harleti (2009) revealed that through the learning of mathematics with the Problem Based Instruction increased student learning outcomes. It is seen from an increase in the average value and completeness of student learning in each cycle. On the cycle I with an average value 62.163 with 43.75% completeness of student learning, in the second cycle the average value of 80.551 with the thoroughness of students to learn 75%, and the third cycle the average value of 86.096 with the thoroughness of students to learn 93, 75%. Thus, it can be concluded that the average student learning has increased and the thoroughness of action is achieved according to the indicators of success.

MINDSETLearning Materials

Class VIII student junior high school

Problem based learning Problem-Based Learning Tool

Students work in groups Rises

Phase Problem Based Learning:1. Student orientation to the problem2. Organize students to learn3. To guide individual and group inquiry4. Develop and present the work5. Analyze and evaluate the problem solving process

Increasing Student Results

HYPOTHESIS OF ACTION

Based on theoretical studies, the hypothesis of action in this research is the implementation of Problem-Based Learning can enhance learning results and cooperation in groups at Junior VIII Level

METHOD OF STUDY

Kind of research is done is class action research. Classroom action research is an effort by the teacher or practitioner in the form of various activities undertaken to improve and or enhance the quality of learning in the classroom (Kasbolah, 1998:13).

The main purpose of classroom action research is to solve the real problems that occur in the classroom. These activities not only aim to solve the problem, but at the same time look for scientific answers to why it can be solved with the action taken.

kinds of research

PLACE AND RESEARCH SUBJECTS

Implementation of a class action is done in Bengkulu City Junior High School in 2011-2012 school year with a class VIII student of research

subjects.

FACTORS STUDIED

RESEARCH PROCEDURES

Plan

Implementation

Cycle 1

Observation

Reflection

Plan

Implementation

cycle 2

Observation

Reflection

?

Classroom Action Research Design by Kasbolah (1998: 16)

RESEARCH INSTRUMENTObservation sheet

Observation sheet was used to obtain data in the evaluation of teaching and learning process using problem-based learning approach.

Learning Test Results

In this study tests conducted in the form of the initial test and final test for each cycle. Initial tests performed to determine the level of understanding and readiness of students to the material to be taught and to guide the formation of groups of students. Test the end of each cycle is used to obtain data on student learning outcomes in each cycle whether or not have increased after the learning process.

DATA ANALYSIS TECHNIQUE

Student observation sheets were processed using the following equation:

The highest score = number of observation points x the highest score of each observation pointThe lowest score = number of observation points x score lowest point of each observation

The criteria used were less (K), sufficient (C), and either (B).K = Less, score value = 1C = Fair, a score value = 2B = Good, score value = 3

Observation sheet

ObserverTotal

SkorTotalskorMeanThe

CriterionTotal

ScoreLowestTheScoreHighThe 1criterioneach for valuesof range The

No Category Interval Interval

1 Less 11-18

2 Enough 19-26

3 Good 27-33

Observation on the student activity sheet number 11 observation points, the highest score of each observation point is 3, the lowest score each point of observation is 1, then the highest score is 3 X 11 = 33 and the lowest score is 1 X 11 = 11.

.

86,73

233

11133

1criterioneach for valuesof range The

CriterionTotal

scoreLowestTheScoreHigherThe

Thus, the range of observational assessment scores for student activity sheets are Assessment criteria for student observation sheet

The average value of Students The final score for the average student is calculated using the formula:  

Keterangan: = Final value of the average student = Number of final grades of students = Number of students

N

XX

X

XN

Tes

Percentage completeness Learning Completeness in the classical study was calculated using the formula:

Keterangan:KB = exhaustiveness study N = number of students who scored ≥ KKM S = the total number of students

%100XS

NKB

Indicators and Success Criteria

Action will be stopped if the criteria for successful action has been reached. Criteria for success will be determined based on the thoroughness of action learning set by the school and based on the consideration of researchers. The criteria and indicators of success of action research is

Students are said to work in groups with the application of problem-based learning, 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

..Thanks..