ABSTRACT
This classroom action research has goals to understand whether the implementation of Problem Based Learning (PBL) can improve the studentsteamwork and the students learning achievement in class X SMK Taruna Farmasi Karanganyar.
This research which held in two cycles. In every cycle consists of four steps there were planning, acting, observing, and reflecting. The subject of this research was 36 students X of SMK Taruna Farmasi Karanganyar in the academic year 2014/2015. The source of this research was from the Mathematics teacher and the students X of SMK Taruna Farmasi Karanganyar. The data collecting were students’ teamwork data obtained from observation during the learning process, students’ learning result data obtained from observation during the learning process, students’ learning result was obtained from the cycle final tests and documentation. As well as analyzing data with descriptive analyze technique. The successful indicator of this research at least the mean score percentage of the students’ teamwork achieved 75%. Furthermore, the students’ teamwork improvement can impact to the students’ completeness learning result at least 75% from KKM (Criteria Score Minimum) which is 75.
The research findings which improve students’ teamwork and students’ learning result used Problem Based Learning (PBL) point out that:  1) In opening, the teacher delivered the objective of the lesson. The teacher has told to the students about students’ learning group in order to do task on LKK in the main activity. The teacher informed to the students who were active during teaching learning process, there was a reward in the end of teaching learning process. Then, the students were given building knowledge of the field. 2) In main activity, students are faced with the problem that provoke students to think. Problem must be related to real life and relate it to the subject matter of the day. The teacher explained to help the students did the task on LKK. The teacher always motivated students to work in groups and reminded the remaining time limit in order to work faster.When presentation of discussion result, the teacher should give motivation to the other groups who did not show their presentation and let them for asking a question or giving an opinion if they did not understand the lesson. The teacher also asked the students who have not showed their presentation to give a comment to the presented result. 3) In closing, the teacher gave a reflection by giving a question and she asked a student to answer. Finally, the teacher and the students concluded what they have learnt on that day. Furthermore, the teacher gave an individual test and told about what will they learn for the next meeting.
According to the observation result, the mean score percentage of the studentsteamwork pre-cycle was 15,54%. In the first cycle, students’ teamwork increased 31,13% to 46,67% and in the second cycle it increased 30,90% to 75,57%. According to the students’ test result, the mean score  percentage of the students who completed in the first cycle was 0% and in the second cycle iwas 77,78%. Based on those the observation during the learning process and the test result can be concluded that the implementation of Problem Based Learning (PBL) model could improve the studentsteamwork and the students achievement learning at class X SMK Taruna Farmasi Karanganyar in the academic year 2014/2015.
Keywords:    Problem Based Learning (PBL), studentsteamwork, students achievement learning.
ABSTRAK
Penelitian tindakan kelas ini bertujuan untuk mengetahui apakah penerapan model pembelajaran Problem Based Learning (PBL)dapat meningkatkan kerjasama dan prestasi belajar siswa kelas X SMK Taruna Farmasi Karanganyar.
Penelitian ini dilaksanakan dalam 2 siklus.Setiap siklus terdiri dari 4 tahap yaitu perencanaan, tindakan, observasi, dan refleksi.Subyek penelitian ini adalah siswa kelas X SMK Taruna Farmasi Karanganyar tahun ajaran 2014/2015 yang berjumlah 36 siswa.Sumber data pada penelitian ini diperoleh dari guru matematika dan siswa kelas X SMK Taruna Farmasi Karanganyar. Data yang dikumpulkan pada penelitian ini adalah data keterlaksanaan pembelajaran dengan observasi selama proses pembelajaran, data kerjasama siswa dengan observasi selama proses pembelajaran, dan data prestasi belajar siswa yang diperoleh dari hasil tes  siklus dan dokumentasi. Analisis data dilakukan dengan teknik analisis deskriptif.Indikator keberhasilan penelitian ini adalah setidaknya rata-rata persentase kerjasama siswa mencapai 75% dan setidaknya banyaknya siswa yang tuntas minimal 75% dengan KKM sebesar 75.
Hasil penelitian menyimpulkan bahwa langkah pembelajaran dengan model pembelajaran Problem Based Learning (PBL) yang dapat meningkatkan kerjasama siswadan prestasi belajar siswaadalah: 1) Kegiatan awal, guru menyampaikan tujuan pembelajaran. Guru menginformasikan pembagian kelompok belajar siswa dalam mengerjakan Lembar Kerja Kelompok (LKK) pada kegiatan inti. Guru menginformasikan bahwa akan ada penghargaan diakhir pembelajaran bagi siswa yang aktif selama proses pembelajaran. Kemudian siswa diberikan apersepsi.2) Kegiatan inti, siswa dihadapkan kepada masalah yang memancing siswa untuk berpikir.Guru memberikan masalah yang berkaitan dengan kehidupan nyata dan mengaitkan dengan materi yang akan dipelajari.  Guru dapat menambahkan gambar ilustrasi agar siswa tidak kebingungan. Sebelum siswa mengerjakan LKK, guru menjelaskan cara mengerjakan LKK. Guru juga selalu memotivasi siswa untuk bekerja secara berkelompok dan mengingatkan sisa waktu agar siswa bekerja lebih cepat.Saat presentasi hasil diskusi, guru harus memberikan motivasi kepada kelompok yang tidak presentasi agar berani bertanya atau mengungkapkan pendapatnya, jika ada hal-hal yang belum dipahami.Guru juga dapat menunjuk siswa yang belum presentasi agar memberikan tanggapan hasil presentasi.3) Kegiatan penutup, guru merefleksi hasil pembelajaran dengan proses tanya jawab dan guru dapat menunjuk siswa jika tidak ada yang angkat tangan. Kemudian guru bersama siswa menyimpulkan pelajaran yang telah dipelajari pada hari itu. Guru memberikan kuis individu dan menginformasikan kegiatan pembelajaran yang akan dilakukan pada pertemuan berikutnya.
Berdasarkan hasil observasi, persentase rata-rata kerjasama siswa pada  Prasiklus sebesar 15,54%. Pada siklus I rata-rata kerjasama siswa mengalami peningkatan sebesar 31,13% menjadi 46,67% dan siklus II mengalami peningkatan sebesar 30,90% menjadi 77,57%. Sedangkan dari hasil tes, persentase siswa yang tuntas pada siklus I sebesar 0%, pada siklus II persentase siswa yang tuntas adalah 77,78%. Berdasarkan hasil observasi selama proses pembelajaran dan hasil tes siklus dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning (PBL) dapat meningkatkan kerjasamadanprestasi belajar siswa kelas X SMK Taruna Farmasi Karanganyar tahun ajaran 2014/2015.
Kata kunci: Problem Based Learning (PBL),kerjasama siswa, prestasi belajar