Model Pembelajaran Read, Do, Present dengan Media Fraction Puzzle untuk Meningkatkan Minat dan Hasil Belajar Matematika
Ike Retnaningtyas Suryo Putro, Kucisti
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This study originated from writer’s anxiety in seeing the learning of mathematics which results in the low mathematics achievement by the learners of SMP 12 Surakarta. This is so probabaly because the writer as a teacher is not optimal in applying learning model and the use of appropriate media. Learning model and the media are tools that can assist teachers in creating an effective, active, fun, and meaningful learning process. For the writer, developing the learning Read, Do, Present with media FractionPuzzle with media made of second-hand materials is expected to increase the learners’ motivation in learning mathematics and learning outcomes. This is a Classroom Action Research (CAR). TOD uses 2 cycles with each cycle of 3 meetings. The study shows that: 1) the application of learning models Read, Do, Present with media fraction puzzle can enhance learners’ interest in learning math class VIIG SMP 12 Surakarta academic year 2012/2013, 2) the application of learning model Read, Do, Present with media fraction puzzle can improve learning outcomes of learners’ math class VIIG SMP 12 Surakarta academic year 2012/2013, 3) the application of learning models Read, Do, Present with media fraction puzzle can increase interest and achievement grade math students VIIG SMP 12 Surakarta academic year 2012/ 2013. Motivation in learning from the prior cycle is only half who are interested, but rises high at the end of cycle 2 to more than 80% of learners of high motivation. Mathematics learning outcomes of the condition before the cycle learners who completed 12 students (46.15%), yet finished 14 learners (53.5%) increased by 10 students who completed (38.47%) being the number of students who completed by 22 (84.62%) and 4 incomplete learners (15.38%) at the end of cycle 2.