This document proposes a classroom action research study to investigate enhancing student learning outcomes in mathematics through a mastery learning approach at SMPN 15 Bengkulu City. The study aims to 1) describe the mastery learning process and 2) determine if it improves student mathematics learning outcomes. A literature review covers definitions of learning, step-by-step learning, mastery learning, and implementation strategies. The hypothesis is that applying mastery learning correctly will improve learning outcomes. Data collection techniques, research instruments, and analysis methods are outlined. Success indicators include individual student scores of 70 or higher and over 75% of students meeting the threshold.

1. ENHANCING STUDENT LEARNING MATH ON
MASTERY LEARNING APPROACH IN SMPN 15
BENGKULU CITY
Classroom Action Research
PROPOSAL
By
NAME: FITRIA MEINI SARI
NPM: A1C009020

3. A. Background
The low average learning outcomes
The learning approach is still too dominated
by the teacher (teacher center)
Teacher use of the wrong teaching
methods

4. B. Limitation Problem
Problems a studied focused on mastery learning
thoroughly studied to improve student learning
outcomes.

5. C. Problem Formulation
1. How does the process of learning mathematics with
mastery learning method implemented in junior
high schools?
2. Is there an increase in students mathematic
learning outcomes during the learning through a
mastery learning method?

6. D. Purpose of Research
To describe the process of learning
mathematics in secondary school with
a complete approach to learning.
To improve the results of studying
mathematics in junior secondary
school students during the learning
process through a mastery
learning approach.

7. E. Benefit of Research
Theoretical Benefit
 . This Research give
contribute about strategy
in mathematic learning
. To improve result
studying in mathematic
learning

8. E. Benefit of Research
Practical Benefit
For Teacher
For Student

9. For teachers of mathematics
learning can be used to conduct
thorough innovative and
creative learning.

10. For students, this learning process
can improve student learning
outcomes in the field mathematics.

11. F. Relevan
Research conducted by Suradi (2006) about the
. Research
increased interest through mastery learning, this
method is able to increase interest learn, because
through this method students can see and observe
the unpleasant process shown by the teacher,
making it more powerful and imprint in the hearts of
the students.
. Research conducted Ana Rahmi B (2007) on the
application of mastery learning in cooperative
methods concluded that through the application of
the method this can enhance students motivation.

12. A. Review of Theory
Definition of learning
Learning is also an
activity art to encourage
Hilgrad and people to do something
Bower, 1966
in(Jogiyanto
2006:12)

13. Step by Step Learning
According to Piaget, learning consists of four
steps as follows:
Determining the topics to be studied by the children
themselves
Select or develop classroom activities with a
particular topic.
Know of any opportunity for teachers to express
questions that support the problem solving process.
Assess the implementation of each activity, consider
the success and make revisions

14. Mastery Learning
Mastery learning is a
learning system that expect
most student can master the
general instructional
objectives of a unit of
execution is complete.
Ischak &
Warji
(1982)

15. Mastery Learning Approach is an
instructional method, where students are
allowed unlimited opportunities to
demonstrate mastery of content taught. This
is involves breaking down the subject matter
to be learned into units of learning, each with
its own objectives.
(Wambugu,P.W & Changeiywo,Johnson M
(2006-2007). Effect of Mastery Learning Approach
on Secondary School Student Physics Achievement.
[Electronic version] Eurasia Journal of Mathematics,
Science & Technology Education, 2008, 4(3),
293-302)

16. Mastery Learning Strategy Variabel
John Carroll (in
Suryosubroto,
2002: 102)

17. Learning Strategy Implementation Completed
in Mathematics Teaching and Learning
The concepts Techniques
• Develop a systematic teaching Ity of teaching based on instructional objectives
Teaching should give BRIDGE Provide a variety METHOD (Multi method
between 'students' and the 'target' such as written materials, discussions,
• Adjust teaching to the target demonstrations, etc.)
• Adjust instruction to students
A. Formulate goals and purpose of the Formulate and express complete mastery level in a
General Instructional Objectives concrete
Instructional Special
A. Provide appropriate aid in learning First teaching plan for complete domination
• Periodically monitor student
learning
• Correcting learning difficulties
after emerging
A. Give time to learn the proper First teaching plan for complete domination
• Quantity
• Quality
A. Vary how and how long each student is Teaching for complete mastery
given a lesson according to your exit
A. Arrange according to the level of Order Standard Mastery ability to complete
mastery Completed (mastery level)
A. Perform Evaluation Realignment of the teaching plan

18. B. Action Research Hypothesis
Reflection on the literature review can be
formulated as the following hypothesis :
"If the learning of mathematics by applying a
mastery learning approach done with right
by teacher, will improve learning outcomes"

19. A. Type of Research
Type of research from this proposal is :
ACTION
Hopkins in Rochiati RESEARCH
Wiriatmadja(2006:11) PROPOSAL
Action researach proposal is a procedure that
combines research with action research
subtantif, substantive, an attempt to understand
what the research indicated a class act with
continuous improvement in order to reach the of
research them.

20. B. Data Collection Tehniques

21. C. The Research Instrument

22. D. Data Analysis Techniques
Observation Sheet
Assessme Score
No Notation
nt Criteria Value
1 Less K 1
2 Enough C 2
3 Good B 3
Observation of the student activity sheet totaled 10
points of observation, the highest score of each point
of observation is 3 (three), then the highest score is:
3 x 10 = 30 and lowest scores are: 1 x 10 = 10.

23. Assessment
No Score range
Criteria
1 Less 10-16
2 Enough 17-24
3 Good 24-30

24. Test
1. The average value of learning outcomes
Where as, = the average student
= number of student score
N = number of students
2. Criteria students completed
Students said completed in study if they have
value minimum is 70.
3. Completeness in the classical learning

25. E. Indicator of Success
Indicators of Success Learning :
If >75% of students were able to obtain a
minimum value of 70. Thus the data analysis
step is carried out in action since the actions
implemented.