RESEARCH RESULTS AND DISCUSSIONS 53 CONCLUSION AND SUGGESTION 85

LIST OF FIGURE Figure 1.1. Student’s Sheet in Understanding the Problem Step 4 Figure 1.2. Student’s Sheet in Devising a Plan 4 Figure 1.3. Student’s Sheet in Carrying out the Plan 4 Figure 1.4. Student’sSheet in Looking Back the Solution 5 Figure 3.1. Chronology of Classroom Action Research 35 Figure 4.1 the result of initial test 54 Figure 4.2 The Result of Problem Solving Ability Test I 59 Figure 4.3. students still had difficulty in understanding problem 63 Figure 4.4. students still had difficulty to devise the plan 64 Figure 4.5. Student still had difficulty in carrying out the plan 64 Figure 4.6. students still had difficulty in looking back the solution 65 Figure 4.7. Student ’s Activity in Cycle II 69 Figure 4.8. Students modeled the result of discussion Cycle II 70 Figure 4.9. The Result of Problem Solving Ability Test II 74 Figure 4.10. Improving Average Score Through Cycle I to Cycle I 79 LIST OF TABLE Table 1.1. Table of Preliminary Diagnostic Test 5 Table 3.1. Table of Recflection I 38 Table 3.2. Table of Recflection I I 42 Table 3.3 Blueprint of initial Test of Problem Solving Ability 44 Table 3.4. Blueprint of Problem Solving Test I 45 Table 3.5. Blueprint of Problem Solving Test II 46 Table 3.6. Guidance Scoring Mathematical Problem Solving Ability 47 Table 3.7. Criteria of Student Problem Solving Ability Level 50 Table 3.8. Interpretation of Gain Normalization 51 Table 3.9. Criteria of Average Assessment observation 52 Table 4.1 Initial Test Result 53 Table 4.2. Students Ability understanding the Problem in PSAT I 57 Table 4.3. Level of Student’s Ability of Devising a Plan in PSAT I 57 Table 4.4. Level of Student’s Ability of Carrying out Plan in PSAT I 58 Table 4.5. Level of Student’s Ability of Looking Back in PSAT I 58 Table 4.6. The Classical Learning Mastery Cycle I 59 Table 4.7. Result of Analysis the Process of Student’s Answer Cycle I 60 Table 4.8. Description of Observation Teacher’s Activity I 61 Table 4.9. Description of Observation Student’s Activity I 62 Table 4.10. The Result of Cycle I 66 Table 4.11. Students Ability understanding the Problem in PSAT I 71 Table 4.12. Level of Student’s Ability of Devising a Plan in PSAT II 72 Table 4.13. Level of Student’s Ability of Carrying out Plan in PSAT II 72 Table 4.14. Level of Student’s Ability of Looking Back in PSAT II 73 Table 4.15. Result of Problem Solving Ability Test II 79 Table 4.16. Result of Analysis the Process of Student Answer Cycle II 76 Table 4.17. Description of Observation Teacher’s Activity II 76 Table 4.18. Description of Observation Student’s Activity II 77 Table 4.19. Increasing Criteria of Student’s Problem Solving Ability 80 Table 4.20. The Result of Cycle II 80 LIST OF APPENDIX Appendix 1 Lesson Plan I 90 Appendix 2 Lesson Plan II 95 Appendix 3 Lesson Plan III 101 Appendix 4 Lesson Plan IV 106 Appendix 5 Students Activity Sheet I 110 Appendix 6 Students Activity Sheet II 115 Appendix 7 Students Activity Sheet III 119 Appendix 8 Students Activity Sheet IV 123 Appendix 9 Blueprint of Problem Solving Ability Test I 125 Appendix 10 Blueprint of Problem Solving Ability Test II 126 Appendix 11 Mathematical Problem Solving Ability Test I 127 Appendix 12 Mathematical Problem Solving Ability Test II 129 Appendix 13 Alternative Solution of Problem Solving Ability Test I 121 Appendix 14 Alternative Solution of Problem Solving Ability Test II 136 Appendix 15 Scoring Guidelines of Mathematical PSAT 146 Appendix 16 Observation Sheet of Teacher’s Activity Cycle I 147 Appendix 17 Observation Sheet ofStudents’s Activity Cycle I 149 Appendix 18 Observation Sheet of Teacher’s Activity Cycle II 151 Appendix 19 Observation Sheet of Students’s Activity Cycle II 155 Appendix 20 Validation Sheet of Mathematical PSAT I 153 Appendix 21 Validation Sheet of Mathematical PSAT II 155 Appendix 22 List of Value the Process of Student’s Answer on PSAT I 161 Appendix 23 Value PSAT I for Aspect of Understanding the Problem 163 Appendix 24 Value PSAT I for Aspect of Devising a Plan 165 Appendix 25 Value PSAT I for Aspect of Carrying Out the Plan 167 Appendix 26 Value PSAT I for Aspect of Looking Back 169 Appendix 27 List of Value the Process of Student’s Answer on PSAT II 171 Appendix 28 Value PSAT II for Aspect of Understanding the Problem 173 Appendix 29 Value PSAT II for Aspect of Devising a Plan 175 Appendix 30 Value PSAT II for Aspect of Carrying Out the Plan 177 Appendix 31 Value PSAT II for Aspect of Looking Back 179 Appendix 32 Result Description of Mathematical PSAT I 181 Appendix 33 Result Description of Mathematical PSAT II 182 Appendix 34 Result of Gain Normalization 183 1

CHAPTER I INTRODUCTION

1.1. Background of study

Education is a way to develop the world in the future. By education, people will be informed and able to develop itself to the more advanced, or to compete in the future. Therefore, developments or alteration in education is something that should happen in accordance with the changing culture of life. Supporting the development of education in the future can develop the potential of students to face, overcome and solve the problems that will occur in the future.Every child has the right to a quality education. Education can give the students the courage to face the competition in the progress of the modern era in either the current or next. As Bernard in The International Working Group on Education Florence, Italy June 2000 states that: In all aspects of the school and its surrounding education community, the rights of the whole child, and all children, to survival, protection, development and participation are at the centre. This means that the focus is on learning which strengthens the capacities of children to act progressively on their own behalf through the acquisition of relevant knowledge, useful skills and appropriate attitudes; and which creates for children, and helps them create for themselves and others, places of safety, security and healthy interaction. The education system in Indonesia is referring to the Law of the Republic of Indonesia Number 1 Year 20012 on National Education System said that education is a deliberate and planned attemptto create a study atmosphere and provide learning in order that students may actively develop themselves to have spiritual and religious strength, self-control, personality, intelligence, morals, and skills needed by themselves, the communnity, the nation and the state. Mathematics is one of the subjects that occupy an important role in education. As seen from time spent in math in school, more than the other subjects given at all levels of education starting from elementary school to college. According to Wil liam Mathematics’ Arizona Education said that: mathematics is a human endeavor; and humanity is brought together throught matematics”. Mathematics is essentially the activities of human life, how to live, how we are shaped by the social environment and growth of a civilization. In the activities we would have experienced activities that involve math in it. And the activities that we will experience continued until the future. Therefore, learning of mathematics is essential in education. As Cornellius in Abdurrahman, 2009: 253 states that there is five reason for studying mathematics there is a means of clear and logical thingking; a means to solve the problems in everyday; the means to know the patterns of relationships and generalization of experiences; the means to develop creativity and a means to raise awareness of cultural development. However, a problem that often arises is inactivity students in learning mathematics.Students follow the process learning by the teacher in the classroom by listening but do not criticism to teachers as feedback from the process of teaching and learning.This makes students become passive and can not solve problems in mathematics and tend to memorize concepts. These conditions make the students less interested in math. To solve the problem is needed some strategies named problem solving. Mathematical problem solving is a process which involved the method solution is unknown in advance. To find the solution, student should map their knowledge about mathematics. There are found important phases to solve mathematics problem. Problem solving ability according to Polya 2004 will be measured through students’ ability to complete a problem by using problem solving steps as follows: