IMPROVING THE QUALITY OF MATHEMATICS LEARNING THROUGH THE APPLICATION OF A COOPERATIVE MODEL WITH A REALISTIC-SCIENTIFIC APPROACHES TO GRADE VII.1 AT SMPN 2 SAJOANGING IN WAJO DISTRICT

ABSTRACT This research was conducted at SMPN 2 Sajoanging which aims at improving the quality of mathematics learning in grade VII.1 at SMPN 2 Sajoanging through the application of cooperative learning model with a realistic-scientific approaches. This is a classroom action research conducted in two cycles. The first cycle was conducted in five meetings and the second in cycle was conducted four meetings. The data collection technique applied in this study were learning outcomes test to discover mathematics learning outcomes of students, observation sheet to observe the implementation of learning and activities of students’ in groups, and questionnaire of student’s response to evamine the students’ response on learning model applied. Data were then analyzed quantitatively and qualitatively. The conclusions of the study are the quality of student mathematics learning increaser through the application of cooperative learning model with realistic-scientific approaches, proven by: 1) the increase in the average mathematics learning outcomes of students from the pre-action, cycle 1 and cycle 2, than 71 in pre-action improves to 78 in cycle 1 and 87 in cycle 2; 2) the increased percentage of students who completed the learning (achieved the KKM as applicable at SMPN 2 Sajoanging in mathematics subject) from pre-action, cycle 1 and cycle 2 which is only 3 students in pre-action to 10 students in cycle 1 and cycle 2, that only 3 students in pre-action increase to 10 students in cycle 1 and 18 students in cycle 2. It meant that the cycle 2 had achieved good learning completeness individually and classically; 3) the increase in the average of learning implementation from cycle 1 to cycle 2 by 3.6 (good criteria) in cycle 1 improved to 3.9 (good criteria) in cycle 2; 4) the increased percentage of students’ activities from cycle 1 to cycle 2 by 70% (high category) in cycle 1 improved to 81 % (high category) in cycle 2; and 5) the increased percentage of students’ responses from pre-action from cycle 1 tocycle 2, that 63% improved an in cycle 1 to 81% and 90% in cycle 2