PENINGKATAN KEMAMPUAN GURU MATEMATIKA MENGGUNAKAN PROBLEM BASED LEARNING MELALUI SUPERVISI AKADEMIK PADA SEKOLAH MENENGAH PERTAMA BINAAN

Learning Processes in educational units are organized in an interactive, inspirational, fun, challenging, motivating participants to actively participate, and provide sufficient space for an initiative, creativity, and independence according to the talents, interests, and physical and psychological development of learners (Permendiknas Nomor 22 the year 2016). Problem Based Learning is one of the recommended models in Kurikulum 2013 to strengthen the scientific (scientific) approach. In fact, 70% of grade VII SMP in Kecamatan Waigete do not understand and implement the Problem Based Learning model properly and correctly. Through this PTS, is expected to assist math teacher in; 1) develop and develop syllabuses, 2) develop and develop the Lesson Plans; 3) implementing learning process in accordance with RPP, and PBL model. This school action research (PTS) consists of 2 cycles, each cycle consisting of planning; acting; observation (observing); and reflecting, then continuing with re-planning (replanning), action, observation, and reflection for the next cycle  (Arikunto, 2011).  From the initial condition (pre-cycle) the achievement of PBL is still 44.44 after the first cycle action is increased to 62.50 with sufficient category. Through a focus on the unfulfilled indicators were used as the study material to determine actions in cycle II. The results of the evaluation in Cycle II showed that the ability of math teachers to implement PBL increased to 86.11 with Very Good categorization. The results of the PTS show through academic supervision and mentoring can improve the ability of teachers in implementing Problem Base Learning model well.