Implementation of Problem Based Learning Model at Class VII9 of SMP Negeri 21 Pekanbaru

The proposes of this research are to improve the learning process and to increase mathematics achievement from the students with applied problem based learning model. Class action research is carried out in two cycles. First cycles has three meetings and one daily tests, second cycles has three meetings and one daily tests. The research subject is the students of class VII9 SMP Negeri 21 Pekanbaru in academic year 2019/2020, which total of participants are 39 students, consists of 22 female students and 17 male students with heterogeneous ability. The qualitative descriptive showed an improvement of learning process prior to the action on the first and second cycle. The data of the student’s evaluation test showed the number of students who reached KKM on the basic score, daily tests (cycle I), daily tests (cycle II) were 15 people (38,46%), 26 people (66,6%), and 30 people (76,9%). The percentage of KKM achievement shows an increase from before the action to after the action so that it can be said that the learning out comes of students also in crease.The results of this study indicate that the Problem Based Learning model can improve the learning process and improve the mathematics learning out comes of students of VII9 SMP Negeri 21 Pekanbaru in the even semester of the 2019/2020 academic year on material social arithmetic. Keyword: Mathematics Achievement, Problem Based Learning, Class Action Research INTRODUCTION In the world of education, mathematics is one of the subjects that has an important role. Learning mathematics in the implementation of education is given to all levels of education ranging from elementary, junior high, high school to university level. Mathematics is also a subject that emphasizes the importance of the ability to think logically, critically, analytically, and systematically, and the ability to cooperate. These abilities can be seen in the purpose of learning mathematics. The purpose of learning mathematics according to Permendikbud Number 58 of 2014 is that students have the ability: (1) to understand mathematical concepts, namely competence in explaining the interrelationships between concepts and applying concepts and algorithms flexibly, accurately, efficiently, and precisely in problem solving ; (2) using patterns as conjectures in problem solving and being able to make generalizations based on phenomena or existing data ; (3) using reasoning on the nature, doing mathematical manipulation which includes the ability to understand problems, build mathematical models, solve models and interpret the solutions obtained and solve problems in daily life ; (4) communicating ideas, reasoning, and being able to compile mathematical proofs ; (5) has an attitude of appreciating the usefulness of mathematics in life ; (6) has attitudes and behaviors that are consistent with values in mathematics and learning ; (7) carrying out motor activities that use mathematical knowledge ; and (8) using simple teaching aids or technology products to carry out mathematical activities. The achievement of the objectives of mathematics learning can be seen from the completeness of mathematics learning outcomes obtained by students after participating in Della Widya Ananda, et al (Implementation 0f Problem Based Learning Model) Journal of Education and Learning Mathematics Research | Volume 1, Number 2, 2020 75 the mathematics learning process. The completeness criteria of learning outcomes determined by the education unit is called the Minimum Mastery Criteria hereinafter referred to as KKM (Permendikbud Number 23 of 2016). In this case, the facts obtained in VII9 grade students of SMP Negeri 21 Pekanbaru, the number of students who reach KKM on daily tests of material numbers, sets, algebraic forms, as well as linear equations and inequality of one variable are 15, 17, 19 , and 18 students out of 39 students. Percentage of KKM achievement successively 38 , 4 %; 43.5%; 48.7%; and 46.1%. So there is a gap between the expected mathematics learning outcomes and the mathematics learning outcomes achieved by students. Researcher tried to find the cause of the low learning outcomes by conducting interviews with three students with low, medium and high abilities. Interviews were conducted to find out the obstacles experienced by students during the mathematics learning process. Based on interviews with students, information was obtained that: (1) students said they did not like mathematics because they thought mathematics was a difficult subject; (2) students found it difficult to understand the material presented by the teacher; (3) students felt lazy to ask questions when they didn't understand because they feel embarrassed and afraid of being scolded by the teacher; (4) students say that they cannot solve problems in the form of stories because of the lack of students' knowledge in solving problems and understanding the form of the problem; (5) the way of teaching a teacher does not vary, students never learn in groups; and (6) class atmosphere is not conducive. In addition to conducting interviews with students, researchers conducted interviews with mathematics teachers in class VII9 of SMP Negeri 21 Pekanbaru. Based on interviews obtained information that: (1) teachers didn't use learning models ; (2) most students didn't actively participate in the learning process and pay less attention when the teacher explains ; ( 3) most students found it difficult to understand the concept correctly in every material delivered by the teacher so that when given a problem students only copy the answers from their friends ; and (4) students are not able to understand and process the information they have just obtained from the problems which results in some students not being able to solve the problems properly; and (5) the giving of problem solving problems is not always given at every meeting, resulting in students having difficulty in solving problem solving problems. From the description of the learning process in class VII9 of SMP Negeri 21 Pekanbaru, it showed that the learning activities that were going on were going well enough, although there were still shortages. The learning process was not yet fully in line with learning activities that were in accordance with the Learning Implementation Plan (RPP) of Permendikbud number 22 of 2016 , students still tent to be passive and less enthusiastic in following the learning process. The teacher also rarely gave problems related to daily life or problem solving problems so students were not familiar with problem solving problems and had not been able to solve a problem to build their own knowledge. To overcome the above problems , it is necessary to improve the learning process that can facilitate students actively involved to build their knowledge. Muhibbin Syah (2010) states that the learning model or method used during the learning process greatly affects the level of student success in learning. One way that teachers can do to improve the learning process is to apply a learning model that can make learning centered on students and provide opportunities for students to develop independently build knowledge through discovery in the process of thinking . The learning model that can be applied is the Problem Based Learning ( PBL ) model . Della Widya Ananda, et al (Implementation 0f Problem Based Learning Model) Journal of Education and Learning Mathematics Research | Volume 1, Number 2, 2020 76 The PBL model is one of the learning models suggested in the 2013 Curriculum (Permendikbud No. 103 of 2014 ). PBL model is a learning model that uses authentic problems as a source of learning so students are trained to think at a high level and develop personalities through problems in daily life (Hamzah and Nurdin, 2012). Trianto (2014) states that the advantages of the PBL model include: (1) students better understand the concepts being taught, because they themselves fulfill these concepts; (2) involve students actively solving problems and demanding students' higher thinking skills; (3) embedded knowledge based on schemata owned by students so that learning is more meaningful . Therefore, the existence of PBL is expected to provide broad opportunities for students to think and develop ideas in a group or individual way so that problem solving abilities can be possessed by students . Researchers chose the PBL model because it was supported from the results of Isoka Amanah Kurnnia's research (2017 ) which stated that the application of the PBL model could improve the learning process and improve the mathematics learning outcomes of Grade VIII5 students of SMP Negeri 16 Pekanbaru on the subject matter of relations and functions . Paloloang (201 4 ) also states that the application of the PBL model can improve student learning outcomes in the material of the length of the tangent of the two circles of fellowship in class VIII of SMP Negeri 19 Palu. Based ur aian above, the researchers have conducted research by applying the model PBL to improve the learning process and improve learning outcomes math class VII9 of SMP Negeri 21 Pekanbaru school year 2019 /2020 on the matter of social arithmetic.