Development of Authentic Mathematics Assessment in Application of Problem Based Learning Model to Improve Problem Solving Ability and Understanding of Student Mathematics Concept at Namorambe Secondary Private Middle School Junior High

Development of Authentic Mathematics Assessment in the application of Problem Based Learning Model to Improve Problem Solving Ability and Understanding Student Concept. Thesis. Graduate Program of Medan State University, 2015. The root of the problem in this research is the fact of mastery of mathematical concepts of students is not satisfactory, and the orientation of mathematics learning that happened during this less emphasis on the effort to enable students to construct knowledge, so that students are less understanding of
the concept and unable to solve the problem. To overcome these problems, in this study developed a learning device based on problems that can enable students to construct mathematical knowledge. This type of research is a research development with the aim to produce learning tools based on valid and effective problems, along with all the research instruments associated with the application of these devices in learning mathematics on
the subject of comparison and scale for students of grade VII P. This research was conducted through two stages, namely the first stage of learning-oriented instructional apparatus based on problems with reference to the Four-D development model, and the second stage tested the learning tool of 34 students of SMP Negeri Namorambe Private High School with four meetings. The design in trial using one group pretest-posttest design. The
findings of the research are: learning tools that are produced, in the form of: learning plan, student textbook, teacher manual, student activity sheet, concept comprehension test, and authentic assessment instrument have fulfilled good / valid criteria, the effectiveness of instructional tools is summarized based on: the
percentage of many students who understand the concept of the minimum is 85.29% of the 34 students who take the test, the achievement of the ideal time percentage for each category of student and teacher activity, the average value of the teacher's ability category to manage the learning is 3.54, including the good category, the student and teacher responses to the components and learning activities are positive .