SCIENTIFIC WRITING

APPLICATION OF CONNECTING, ORGANIZING, REFLECTING,

EXTENDING (CORE) TO INCREASE LEARNING OUTCOMESIN
TRIGONOMETRY ON IX D OF SMP NEGERI 3 POLEWALI

MIFTA ANNISA RISKY

1611442005

PROGRAM STUDI PENDIDIKAN MATEMATIKA

JURUSAN MATEMATIKA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI MAKASSAR

2019
APPLICATION OF CONNECTING, ORGANIZING, REFLECTING,
EXTENDING (CORE) TO INCREASE LEARNING OUTCOMESIN
TRIGONOMETRY ON IX D OF SMP NEGERI 3 POLEWALI

CHAPTER I
INTRODUCTION

A. BACKGROUND
Dynamic education that demands a change or improvement
continuously in an effort to make human quality so that they can advance
the nation, country and religion.Education that is able to advance the
nation, state and religion in the future is education that is able to develop
the potential of students. In the Indonesian Law and regulations article 1
No.20 of 2003 concerning education states that "Education is a conscious
and planned effort to create a learning atmosphere and learning process so
that students actively develop their potential to have religious spiritual
power, self-control, personality, intelligence, noble character, and skills
needed by him, society, nation and state ".
The progress of a nation's change is greatly influenced by the
quality and competence of the education built by the country. The
potential of the nation's children who are able to change the direction of
education in Indonesia is getting better. Therefore we must know the
current education problems. Among them are problems that exist in
teachers and students. Students who do not care about the lessons and
teachers who are still not right in choosing the learning model.
From preliminary observations in class IX D ofSMPNEGERI 3
Polewalitowards mathematics learning, the most basic problems were the
low activity and learning outcomes on the subject being taught. This is
because (1) students are less enthusiastic in attending lessons at each
meeting because most students are less able to do visual activities such as
paying attention to the teacher or other friends during learning activities,
(2) students are also less enthusiastic in the learning process, so student
participation is still lacking, (3) students are less focused on doing audio
activities such as students do not listen to the explanation of the material
provided by the teacher, (4) students are less able to do mental activities
such as recalling the material taught by the teacher.
One of the teaching material that is considered difficult for students
to understand is trigonometry, especially in the discussion of trigonometric
identities that have more than one formula..
Many people view mathematics as the most difficult field of study.
Even so, everyone must learn it because it is a means to solve the
problems of daily life (Abdurrahman, 2009: 251). Mathematics is a key
part of schooling because of the importance of basic numeracy skills in
everyday life, the role of mathematics in acquiring logical thinking skills,
and the role of mathematics as a crucial component of other fields of
science (Danial, 2008: 343).
The effortsto make learning outcomes are obtained well in
achieving high quality education especially in mathematics subjects
require the role of teachers and students. The teacher occupies a key
position in creating a conducive and pleasant learning environment to
direct students to achieve their goals optimally, and teachers must be able
to place themselves dynamically and flexibly as informants, transformers,
organizers, and evaluators for the realization of dynamic and innovative
student learning activities. While students in gaining their knowledge do
not accept passively, knowledge is built by the students themselves
actively.
One way to actively generate student learning activities and
improve student learning outcomes in learning is the use of the right
learning model, namely cooperative learning.
Slavin (1995) suggests two reasons, first, some results of research
prove that the use of cooperative learning can improve student learning
outcomes while at the same time increasing the ability of social relations,
fostering an attitude of accepting shortcomings of self and others. Second,
 cooperative learning can realize the needs of students in learning to think,
solve problems, and integrate knowledge with skills (Sanjaya, 2011: 242).
The cooperative learning model has many types. One type in the
cooperative learning model that researchers think is appropriate in learning
mathematics trigonometry material is CORE (Connecting, Organizing,
Reflecting, Extending).
Through the application of the CORE learning model, the
researcher intends to help the teacher's difficulties in providing learning
material to students. In this learning students are placed in study groups so
that the learning resources of students are not just teachers or textbooks,
but peers in their groups.
Departing from these facts, the researcher and the teacher tried to
find a solution by applying the type of cooperative learning model CORE
(Connecting, Organizing, Reflecting, Extending) in learning trigonometric
material. So that it is expected to improve student learning outcomes. Then
the right title for this study is: "Application Of Connecting, Organizing,
Reflecting, Extending (Core) To Increase Learning Outcomesin
Trigonometry On Ix D Of Smp Negeri 3 Polewali".

B. PROBLEMS IDENTIFICATION

From the background that has been stated, the identification of

problems in this study are:

1. Low quality of education.

2. Student's result on mathematics are still low.
3. Using a conventional learning.
4. The image of mathematics is difficult.
C. RESEARCH QUESTION

In accordance with the background above, the authors formulate

the problem in the form of questions, namely:
1. How did students learn before they applied the core learning model
(connecting, organizing, quantifying, developing) on a mathematics
with trigonometry on IX D of SMP NEGERI 3 POLEWALI?

2. How is the application of the CORE learning model (Connecting,

Organizing, Reflecting, Extending) on Mathematics with
Trigonometry on IX D of SMP NEGERI 3 POLEWALI?

3. How are student learning outcomes after the CORE learning model
(Connecting, Organizing, Reflecting, Extending) applied to
Mathematics with Trigonometry on IX D of SMP NEGERI 3
POLEWALI?

D. RESEARCH TARGETS

Research targets are to know:

1. Student learning outcomes before applying the CORE learning model
(Connecting, Organizing, Reflecting, Extending) on Mathematics with
Trigonometry on IX D SMP NEGERI 3 POLEWALI.

2. Application of CORE learning model (Connecting, Organizing,

Reflecting, Extending) on Mathematics with Trigonometry on IX D
SMP NEGERI 3 POLEWALI.

3. Student learning outcomes after the CORE learning model

(Connecting, Organizing, Reflecting, Extending) applied to
Mathematics with Trigonometry on IX D SMP NEGERI 3
POLEWALI.
E. RESEARCH BENEFIT

In connection with researchtargets above, this research is useful as a

statement:
1. For students, the application of the CORE learning model (Connecting,
Organizing, Reflecting, Extending) gives encouragement to be actively
involved in learning and fosters a sense of caring about the importance
of science so that it will influence student learning outcomes.

2. For Mathematics and School Teachers, provide an alternative or

variation in mathematical learning models to achieve learning goals so
as to improve the quality of learning.

3. For researchers to get direct experience so that they can add scientific
insight in developing learning models in the field of mathematics
studies.