UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA DENGAN PENERAPAN TEORI BELAJAR BRUNER PADA POKOK BAHASAN TRIGONOMETRI DI KELAS X SMA NEGERI 1 KUALUH HULU AEK KANOPAN T.A. 2009/2010

The purpose of this study was to determine students' ability in solving mathematical problems and describe the achievement level math problem solving skills by applying the theory students learn Bruner on the subject of trigonometry. The research is classroom action research (Classroom Action Research). The subject of this research is X1 grader SMA Negeri 1 Upstream endeavor as much as 38 people. The object of this research is to improve students' mathematical problem solving capabilities with the application of learning theory Bruner on the subject subtrigonometry. Instruments of this research through problem-solving ability tests and observation. Problem solving ability test in the form of description, at each end of the cycle given problem-solving ability test consisting of five questions. Before the tests were tested, first the test questions prior to class XI was tested to see the reliability and validity tests. For diagnostic tests of five questions that tested the five grains obtained about the reliability and valid. To test problem-solving abilities of 20 questions that tested the reliability obtained (a high degree of reliability) and 13 questions are valid. Based on the analysis of data obtained after administration actions in the first cycle there were 27 people, students (71.05%) who received problem-solving skills category was up or achieve mastery learning with an average grade 37.13. In the second cycle students obtained 33 people (86.84%) who received problem-solving abilities category is to the top (reach the mastery learning) with a 47.97 grade average. From cycle I to cycle II obtained by increasing the number of students who achieve mastery learning students as many as 6 people (15.79%) and the average value increased by 10.84. Based on observations made by the observer, obtained by the learning management conducted teacher in cycle I can say good category (Conferences I scored 2.5, a score of 2.69 second meeting, the meeting III 2.75). In the second cycle, the level of the investigators' ability to manage learning, including categories of excellent (score 2.75 First Conferences, meetings II score of 3.19, meeting III score 3.50). Having already met the criteria mastery learning and an increase of cycle I and cycle II, it can conclusive Bruner that the application of learning theory to improve students' problem-solving ability on the subject of trigonometry.