This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.

2. BACKGROUND of ISSUE
Fast and Rapid change Life issues are also All aspects of life can
emerged in many areas of life increasingly complex not be separated from
the mathematical
Teachers considered it less
efficient problem-based learning In accordance with the
in terms of both time and subject KTSP, Graduate
matter being taught. Competency Standards
(SKL) mathematics courses
have been directed to be
Researchers to used in problem solving
Problem-based learning model is
more attractive, where students conduct
can collaborate with the group, research
although not to the teacher asked
directly, Lessons should be
drawn up which is
based on problems

3. Problem formulation

4. OBJECTIVES

5. BENEFITS

6. OPERATIONAL DEFINITIONS

7. 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.

8. A good problem situation must meet at least five
important criteria:
(Widada, 2004: 32)

9. (Trianto, 2007: 67)

10. (Widada, 2004: 23)

11. Purpose
Problem Based Learning
(Widada, 2004: 23)

12. syntax
Problem Based Learning
(Widada, 2004: 26)
Stage The teacher's behavior
Phase-1 The teacher explains the learning objectives, describes the
To issue the student orientation logistics required, motivating students engage in problem solving
activities are chosen.
Phase-2 Teachers help students learn to define and organize the tasks
Students organize to Study associated with the issue.
Phase-3 Teachers encourage students to collect appropriate information,
Individual and group guided inquiry conduct experiments, to obtain an explanation and problem
solving.
Phase-4 Teachers assist students in planning and preparation of
Develop and Present Work appropriate work such as reports, videos, and models and help
them to share the duties with his friend.
Phase-5 Teachers help students to reflect or evaluate their investigations
Analyzing and Evaluating Problem- and the processes they use.
Solving Process

13. STUDY RESULTS
According 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.

14. 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.

15. 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.

16. MINDSET
Learning Materials
Class VIII student Problem based learning Problem-Based
junior high school Learning Tool
Phase Problem Based Learning:
1. Student orientation to the problem
2. Organize students to learn
3. To guide individual and group inquiry
4. Develop and present the work
5. Analyze and evaluate the problem solving
process
Students work in groups Rises Increasing Student Results

17. 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

18. METHOD OF STUDY
kinds of research
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.

19. 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.

20. FACTORS STUDIED

21. RESEARCH PROCEDURES
Plan
Reflection Cycle 1 Implementation
Observation
Plan
Reflection cycle 2 Implementation
Observation
?
Classroom Action Research Design by Kasbolah (1998: 16)

22. RESEARCH INSTRUMENT
Observation 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.

23. DATA ANALYSIS TECHNIQUE
Observation sheet
Student observation sheets were processed using the following equation:
Total Skor
The Mean skor =
Total Observer
The highest score = number of observation points x the highest score of each observation
point
The lowest score = number of observation points x score lowest point of each observation
The High Score − The Lowest Score + 1
The range of values for each criterion =
Total Criterion
The criteria used were less (K), sufficient (C), and either (B).
K = Less, score value = 1
C = Fair, a score value = 2
B = Good, score value = 3

24. 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.
.
The Higher Score − The Lowest score + 1
The range of values for each criterion =
Total Criterion
33 − 11 + 1
=
3
23
=
3
= 7 ,6 ≈ 8
Thus, the range of observational assessment scores for student activity sheets are
Assessment criteria for student observation sheet
No Category Interval Interval
1 Less 11-18
2 Enough 19-26
3 Good 27-33

25. Tes
The average value of Students
The final score for the average student is calculated using the formula:
Σ X
X =
N
Keterangan:
X = Final value of the average student
Σ = Number of final grades of students
X
N = Number of students
Percentage completeness Learning
Completeness in the classical study was calculated using the formula:
N
Keterangan: KB = X 100%
S
KB = exhaustiveness study
N = number of students who scored ≥ KKM
S = the total number of students

26. 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

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