Improving Student Learning Outcomes Main Subjects of Transformation Through Cooperative Learning Type STAD Class IX.1 Students of SMPN 1 Sawahlunto TP 2021/2022

- Creating effective and fun learning is the duty and responsibility of the teacher in overcoming students' learning difficulties in understanding and mastering mathematical concepts. The purpose of this study is to improve student learning outcomes for the subject of Transformation through cooperative learning of the STAD (Student Team Achievement Division) type in class IX.1 students of SMP Negeri 1 Sawahlunto in the 2021/2022 academic year. Based on the data analysis, the implementation of the action in the first cycle showed that the class average was 68.85. and the percentage of classical completeness is 42.31%. This result has not reached the classical completeness of 65% or more. As for the results of the observation of student learning activities in the first cycle, it was obtained that the average score of student learning activities with a total score of 52.29 (C) was included in the less active category. Likewise with the teacher's performance observation with a score of 68.75 (C), so that the results of the research in the first cycle showed that student learning achievement was still lacking and student learning activities were also still low. Because learning mastery in cycle I has not been achieved, then the implementation of the action is continued to cycle II by making improvements and improvements to the shortcomings of cooperative learning in cycle I. After making improvements in the learning process, from the results of the analysis in cycle II, the average value is obtained. class is 78.00 and the percentage of classical completeness is 80.77%. On the results of observations of student learning activities obtained a score of 62.02 (B) which is classified as active, and the teacher's performance score is 73.96 (B). This data shows that there is an increase in the average score on student activities and an increase in student achievement scores when compared to the previous cycle. And after being analyzed using classical completeness and average scores, student learning achievement in cycle II has increased significantly.


I. INTRODUCTION
Creating effective and fun learning is the duty and responsibility of the teacher in overcoming students' learning difficulties in understanding and mastering mathematical concepts. Teachers must be able to master and develop interesting learning and use the right model so that optimal learning outcomes are achieved.
Based on the BSNP Education Unit Level Curriculum, there is one goal of learning mathematics is to communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or problem. In learning mathematics that is abstract in nature, media is needed that can help students so that problems that are abstract can become real/concrete. Therefore we need a learning model in the learning process in understanding the concept of Geometry (Transformation) which must use media to understand concepts from abstract to concrete so that the learning outcomes achieved are very satisfying and more meaningful. This material includes material with a high level of difficulty caused by various factors, including students having difficulty imagining objects in concrete terms. This is what happened at SMP Negeri 1 Sawahlunto, the information obtained from the learning outcomes data for Class IX.1, with the use of the lecture method, most students often have difficulty understanding the material being invited, they feel that mathematics is a difficult subject. Besides, student activities during the teaching and learning process are also still very lacking so that in the end student learning achievement becomes low. As an illustration of the situation, the following describes the acquisition of daily test scores for class IX.1 students in the first semester of the academic year, which can be seen in  From the data above, it is known that the average value of daily mathematics assessment in almost all KD is still very low, which of course is very low learning mastery as well. Therefore, it is necessary to choose the right learning model. Students of SMP Negeri 1 Sawahlunto in general do not have cooperative interactions, meaning that they have not studied together in a group, where students are still learning individually without any exchange of ideas, visible examples of smart students or students who have more abilities after they receive instruction from the teacher and understand the concept given, they do not want to guide and teach their friends who do not understand the concept so that students who lack or lack knowledge still have no progress.
This difference needs to be suppressed as small as possible so as not to cause psychological effects for students, so we need a facility in the form of a learning model that is able to create cooperation between students, namely one of the STAD type cooperative learning (Student Team Achievement Division).

II. METHOD
The subjects of this study were students of class IX.1 of SMP Negeri 1 Sawahlunto in the academic year 2021/2022, totaling 26 people with details of 13 sons and 13 daughters. The schedule of research activities is carried out for three months starting from the third week of November to the fourth week of December. The source of the research data was primary data  This type of research is classroom action research (Action Research), the steps of this classroom action research use the spiral model proposed by Tanggart (1988) in Wiratmaja (2006: 66) that one cycle consists of 4 steps, namely: 1) Planning, 2) Action, 3) Observation, and 4) Reflection. This research consists of two cycles, the first cycle will be held in one meeting with the material "Relations and Functions". The same thing also applies to the second cycle, one meeting was held with the material "Relations and Functions". At the end of each cycle, observation of learning activities is carried out to see changes in student activity in each cycle. As well as a questionnaire to see student responses to the ease of using google classroom and the performance of google classroom itself.

Description of Initial Conditions
Based onresultsevaluation before taking action, obtained data from the number of students in class IX.1 there are 26 people, who get a score of reaching the KKM ( 75) there are 6 people and those who get a score less than the KKM (< 75) are 20 people. obtained without using the STAD type learning model can be seen in table 2 and figure 3 below. At the time of this research, the PBM process was carried out in a limited face-to-face manner.

Results Study
The research results are the results obtained at the pre-cycle stage, the implementation of the first cycle of actions, and the implementation of the actions of the third cycletwo. The results of the study were in the form of students' daily test results and students' attitudes or behavior during group discussions and class discussions.
This research was carried out in 2 cycles, from the results of observations obtained qualitative data that will provide an overview of the activities carried out by students and teachers during the teaching and learning process and student test results.whichobtained in the form of quantitative data. The data is then analyzed using the methods and formulas that have been previously determined.
The data analysis of each cycle will be obtained as follows:

Student Activity Observation Results.
Complete data on student learning activitiesDuringthe learning process by applying STAD type cooperative learning in cycle I can be seen in the appendix. Based on the number of students and the number of descriptors on each indicator, the ideal score for each indicator is 4 so that the criteria for classifying student learning activities can be seen in the following table:  From the tables and graphs above, it can be seen that the total score of student learning activities in the first cycle is 52.29 (C), which means that student learning activities are categorized as less active, so that in the next cycle it needs to be improved again. Convey the competencies to be achieved and their benefits in everyday life 2 2

4
Delivering an outline of the scope of material and activities to be carried out 2 2 5 Convey the scope and assessment techniques used 3 3 6 Teacher's appearance 2 3 Core activities A.

Exploration 7
Involving students in finding information and learning from various sources by applying the principle of takambang nature as a teacher 3 3 8 Using a variety of learning approaches, media and other learning resources 2 3

9
Facilitate interaction between students, students and teachers, the environment and other learning resources. (Asking technique).

3
10 Involve students actively in various learning activities 3 3 B Elaboration 11 Facilitating students through giving assignments, discussions and others to come up with new ideas both orally and in writing 3 3 12 Facilitating students through giving assignments, discussions and others to come up with new ideas both orally and in writing 3 3 13 Provide opportunities to think, analyze, solve problems and act without fear 3 3 From the table, it can be seen that the total score of teacher performance in the first cycle is 68.75 (Enough) which means thatappearancethe teacher as a facilitator needs to be improved, so that in the next cycle it needs to be improved.

Student Learning Outcomes Data
Data on student achievement in cycle I is to discussequalitylinear one variable. Complete data on student achievement in cycle I (Appendix 2), then analyzed to obtain data such as the following:  From the data above, it can be seen that the average score of students is 68.85. Of the 26 students who took the evaluation test, there were 15 students who finished studying, the percentage of learning completeness was 42.31%. The value is still less than the classical completeness of learning. This shows that student learning achievement has not reached the target of high learning achievementwantednamely classical learning completeness >65%. And to find out whether or not student learning achievement can increase, it will be continued to cycle II.
By studying the results of research in cycle I, there are shortcomings in cycle 1 including: 1. Two-way communication between teachers and students is still lacking 2. Communication and cooperation of students in groups seems lacking. Thus, students with low abilities are reluctant to ask their high-ability friends.

Teachers do not guide students in discussions.
4. The teacher does not manage the time allocation, so there is not enough time for work 5. The teacher does not motivate students in generating interest at the beginning of the lesson Taking into account the shortcomings above, the improvement plans that will be carried out in cycle II are: 1. The teacher gives several questions and provides opportunities for students to ask questions, so that communication between teachers and students is created.
2. The teacher determines peer tutors for each group so that they are willing to help or teach their friends who cannot. The teacher emphasizes to students that the group is said to be successful if each member of the group understands or can answer the questions given 3. The teacher is more active in providing guidance to each group by continuously correcting the group each lesson takes place 4. The teacher rearranges the time allocation for working on the worksheets and determines the number of questions and the level of difficulty of the questions according to the time available.
5. The teacher motivates students to generate interest in the lesson by providing an overview of the usefulness of the material being studied in everyday life.

Student Activity Observation Results
Complete data on student activities during lessons by applying STAD type cooperative learning in cycle II can be seen in the appendix. Based on the results of observations of the average score of studentscouldseen in the following   Convey the competencies to be achieved and their benefits in everyday life 4 4 4

Teacher's Appearance Observation Results
Delivering an outline of the scope of material and activities to be carried out 3 3 5 Convey the scope and assessment techniques used 3 3 6 Teacher's appearance 3 3

Core activities A. Exploration 7
Involving students in finding information and learning from various sources by applying the principle of takambang nature as a teacher 3 3

8
Using a variety of learning approaches, media and other learning resources 2 2 9 Facilitate interaction between students, students and teachers, the environment and other learning resources. (Asking technique).

3
10 Involve students actively in various learning activities 3 3 B Elaboration 11 Facilitating students through giving assignments, discussions and others to come up with new ideas both orally and in writing 3 3 12 Facilitating students through giving assignments, discussions and others to come up with new ideas both orally and in writing 3 3 13 Provide opportunities to think, analyze, solve problems and act without fear 3 3 14 Facilitate students in cooperative and collaborative learning.  From the table, it can be seen that the total score of the teacher's performance in the first cycle was 73.96 (Good), which means that the teacher's performance as a facilitator needs improvement, so that in the next cycle it needs to be improved.

Student learning outcomes
Complete data about achievementsstudyStudents in cycle II can be seen in the data in the attachment that is analyzed so that the following results are obtained:   From the data above, it shows that the percentage of students who get a score of more than 75 is 80.77%. Because classical completeness is achieved if the number of students who complete 65%, then the results of research in cycle II have achieved complete learning mastery.classic, this means that the learning process in cycle II can be said to be successful. The following is a  Based on the data above, it is known that there is a significant increase in the results of student achievement that is lacking in the first cycle and can be improved in the second cycle, thus this indicates that the expected goal of improving student learning achievement is achieved.
From the second cycle of action, it turns out that the targets set by the curriculum have been achieved. Thus, in the next cycle it can be stopped because sufficient information has been obtained to make some decisions regarding the target of this research.AlthoughHowever, there are still some students who are still below the target, it is necessary to get special countermeasures from the teacher in the field of study concerned.

Discussion
This research was carried outin accordanceClassroom Action Research (CAR) procedures that have been determined starting with planning, implementing actions, observing to reflecting. Based on the data analysis, the implementation of the action in the first cycle showed that the average value of the class was 68.85. and the percentage of classical completeness is 42.31%. This result has not reached the classical completeness of 65% or more. As for the results of observations of student learning activities in the first cycle, it was obtained that the average score of student learning activities with a total score of 52.29 (C), which belongs to the less active category. Likewise with the Observation of the teacher's appearance with a score of 68.75 (C), so that the results of the research in the first cycle show that student learning achievement is still lacking and student learning activities are also still low.
Because the mastery of learning in the first cycle has not been achieved, then the implementation of the action is continued to the second cycle by making improvements and perfecting the shortcomings of cooperative learning in the first cycle.
After making improvements in the learning process, from the results of the analysis in the second cycle, the average grade value was 78.00 and the classical completeness percentage was 80.77%. On the results of the observation of student learning activities obtained a score of 62.02 (B) which is classified as active, and the teacher's performance score is 73.96 (B shows that there is an increase in the average score on student activities and an increase in student achievement scores when compared to the previous cycle. And after being analyzed using classical completeness and average scores, student learning achievement in cycle II has increased significantly. From the results obtained in the STAD type cooperative learning, it can be seen that this learning can increase students' activities and learning achievements. Because in cooperative learning students can help each other understand learning and improve friends' answers and other activities by achieving learning goals together. This is in accordance with the opinion of Anita Lie(2002) which states that "A cooperative learning atmosphere is also able to produce higher achievements, as well as more positive relationships and better psychological adjustments than a learning atmosphere that is full of competition and separates students" .
This increase is also caused by the STAD type of cooperative learning model which is applied in learning Mathematics has advantages according to the opinion of Ibrahinm et al (2000) including "Students play an active role as peer tutors to further increase group success, interaction between students along with their ability to argue" .
Thus, the application of the STAD Type Cooperative learning model can improveperformancelearning mathematics, the subject matter of Transformation, in class IX.1 students of SMP Negeri 1 Sawahlunto in the 2021/2022 academic year.

IV. CONCLUSION
Based on the results of data analysis and discussion, it can be concluded that the students' motivation to learn mathematics in Class IX.1 SMPN 1 Sawahlunto Yearlesson2021/2022 semester 1 has increased after the teaching and learning process was held using various learning media, with the following indications: (1) The use of varied learning media can increase student activity in learning mathematics. (2) The use of varied learning media can increase students' interest and motivation in learning mathematics. (3) The use of varied learning media makes students have the courage to express their ideas and opinions using mathematics. (4) The use of varied learning media can improve student learning outcomes. Based on the results obtained in classroom action research and its application to improving the quality of education, several things are suggested, including: To increase students' motivation in learning mathematics in the classroom, it can be overcome by using a variety of learning media. (1) Teachers must design learning media well so that students can develop their numeracy skills. (2) Mathematics teachers always innovate in the learning process so thatgrowstudents' interest and motivation in learning mathematics. (3) Mathematics teachers, especially at SMPN 1 Sawahlunto, always create a pleasant learning atmosphere for students.