Abstract
Students' experience in solving problems through discovery is a prerequisite for students' critical and analytical thinking in constructing their learning outcomes, so that a knowledge system process will be formed in their students' memories that is ready to be reused when such knowledge is needed.
 Less optimal student learning outcomes are caused by several factors, one of which is the low attention and lack of concentration of students in following mathematics learning. Teachers often provide lessons in the form of lectures and questions and answers, so students are less motivated to develop creative thinking skills in solving problems.
 The purpose of this study is to determine whether there is an increase in student mathematics learning outcomes after the implementation of problem based learning learning models.
 This type of research is classroom action research with two cycles, where each cycle consists of activities of planning, implementation, observation, and reflection. Data retrieval is carried out by a written test on two linear variables. This research was conducted in class VIII-F of SMP Negeri 22 Surabaya with 32 students.
Highlights
PENDAHULUAN Pendidikan memegang peranan penting dalam kehidupan manusia, karena dengan pendidikan manusia akan memiliki ilmu pengetahuan yang lebih baik dan menjadi sumber daya manusia yang berkualitas
Students' experience in solving problems through discovery is a prerequisite for students' critical and analytical thinking in constructing their learning outcomes, so that a knowledge system process will be formed in their students' memories that is ready to be reused when such knowledge is needed
Less optimal student learning outcomes are caused by several factors, one of which
Summary
Dimyati (2010:24) menyatakan bahwa hasil belajar merupakan tingkat perkembangan mental yang lebih baik dibandingkan pada saat sebelum belajar. Susanto (2016:5) menyatakan bahwa hasil belajar yaitu perubahan-perubahan yang terjadi pada diri siswa, baik yang menyangkut aspek kognitif, afektif, dan psikomotor sebagai hasil belajar. Dari kedua pendapat diatas dapat disimpulkan bahwa hasil belajar merupakan hasil yang menunjukkan kemampuan seseorang siswa dalam menguasai bahan pelajarannya. Dengan demikian dapat dikatakan bahwa hasil belajar matematika merupakan kemampuan seseorang dalam menguasai pelajaran matematika sebagai hasil interaksi edukatif yang ditunjukkan dengan nilai hasil tes. Dalam hal ini hasil tes matematika materi sistem persamaan linier dua variabel
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