The Development of Mathematics Teaching and Learning Process: An Application of Action Research

The purpose is to implement action research in mathematics teaching and learning process. The questions addressed are: (1) Is the teaching and learning process compatible with the management standard? And (2) how does the teaching and learning process influence the ability to handle varies needs of students? The research procedure is the researcher observed by the lecturers of mathematics through survey about the knowledge and experience based on the standard. The implementation directed at improving student learning outcomes and the improvements to the didactical, methodical and pedagogical components. Through the research activity: (1) directly involved in providing action; (2) to learn and apply the knowledge and thoughts; (3) get social measures; (4) openly justified biases to students; (5) get a permanent effect on the groups; and (6) to contribute to the desired changes.The data is qualitative and quantitative and analyzed descriptively. The results are: (a) the compatible with teaching standard, i.e., more benefit, practical, valid and reliable and (b) the teaching and learning process accomodated to vary of the student needs.

The essence is solving problems or problems resolved, corrected and developed to a new solution.
Through teaching and learning program, the information obtains a problem and a new knowledge for improving the quality of the outcomes. That is the educators and the students recognize the problem or something to complete and assess the efforts or try again [2].
The teaching and learning forms of action research refer to problem-based activities that match student learning outcomes. The goal is to improve learning outcomes or to understand the learning process. Therefore, this research is a tool for researchers in mathematical content knowledge and pedagogical knowledge.
In implementing the programs, the students collaboratively carry out action research in the

LITERATURE REVIEW
The main themes of learning in the form of action research are benefits, practicality, validity, and continuity. Research conducted is based on class situations, namely: (a) review of quality improvement [4]; (b) the reflective inquiry to improve rationality and fairness of learning using a collaborative approach through critical actions by individuals in student groups [5]; and (c) the quality approach of teaching begins with the problems faced through the stages of reflection, planning, action, and observation [6].
In carrying out teaching and learning of action research, researchers analogize Elliot [7], namely the researcher carries out pedagogical purpose, containing idealism with student participation. The focus is on the quality of teaching and learning to suit pedagogical. A mismatch between desire and practice did in assumptions and theories applied.
The involvement of researchers includes the process of generalizing and testing new forms of action to realize class expectations. Therefore, learning is possible through the reconstruction of practical pedagogical theories.
Grundy [8] explains that the quality of teaching and learning is an understanding and a The researcher found problems related to learning in the form of known action research at the beginning of the learning process [9]. The problem found is confidence, satisfaction, and confidence, both for researchers and students. For example: (1) McCoy [10] reported from multiple regression analysis it was found that knowledge of certain mathematical contents of prospective teacher students significantly increased during lecture methods/contents; general mathematics content knowledge, self-confidence, and expectations of mathematics teaching outcomes also increased during college; and mathematical content knowledge is significantly correlated with selfconfidence but does not significantly predict the growth of self-confidence experienced during the semester of lecture, (2) Learning content knowledge is a reliable and valid measure of mathematics satisfaction for prospective teacher students; satisfaction instrument is an important stage as a measure of knowledge of prospective teachers; satisfaction instruments assess the design of pedagogy for prospective teachers and teachers to think mathematically [11]; [12], and [13] concluded that significant changes were in the beliefs of prospective teacher students who tended towards conceptual views or thinking.
The researcher found: (1) mathematics knowledge significantly increased; (2) the content, self-confidence, and the expectations increased; (3) the content correlated with self-confidence; (4) the satisfaction instrument measure the content knowledge; (5) the instruments assess the pedagogy design of thinking mathematically; and (7) the learning is in the conceptual thinking.
Referred to Bahr and Monroe, the changes of learning experienced by the students [14] during the action research. Lectures contents, method, and practicum are integrated components [15], namely, showing the changes in students' conceptualization of learning math. The explanation is an interaction as a change of belief [16]. The changes explain a level of the methods used by the students. That is, [17] states the increase of the students' strength and consistency.
Therefore, this research aim at students' beliefs and the problems before the causal relationship between learning-based mathematical methods in Mills [18] notes that educators can provide important information by paying attention to the suitability of the topic and the effectiveness of selfdevelopment. Action research is an example of an evaluation process that can be carried out by educators or study programs. Kolb [19]

Terminology
Learning forms of action research is an inquiry in the context of efforts centered on improving quality and learning performance. In particular, learning designed by the researcher is on the consistency of knowledge and associated with improving the quality, and based on class problems. The aim is to improve student learning outcomes and enhancing the researcher's understanding of the process.
Theresarcher and the students collaboratively C.

Design and Instrument
The design of the study includes a description of the researcher that carry out learning at The method is explanatory that followed [26].
This research combines quantitative and qualitative methodologies to explain and describes the learning situation. The implementation is the same as the case study definition [27], namely, in-depth analysis of one or more events, its settings, learning programs, and student learning.
In this study, the qualitative data used enriched   [29].

RESULT
D.

The survey
The results of the benefits of the learning in two yearspresented in Table I. The table shows quantitative statements and frequency of each statement.

Strongly Disagree Disagree Neutral Agree Strongly Agree
The researcher becomes better problem solver when carrying out the learning. 0 3 8 23 11 The resarcher is confident when conducting the learning. The researcher getsbenefit itself and with other stakeholders. 0 1 12 12 20 The desire of the researcherfor better understand in teaching activities is fulfilled when conducting the learning. The researcher related to quality based on thechanging through the learning. The researcher has opportunity to work with studentstowards a common goal. 0 3 8 16 17 The summarized respon from the The results of the practicality of the learning presented in Table II.

Strongly Disagree Disagree Neutral Agree Strongly Agree
The learning done to improve the professional culture. 1 8 16 16 4 The learning is worth the time because it brings a new spirit to the work of the researcher. 0 1 6 23 15 The researcher motivated in teaching practice.
The researcher is more reflective from the learning. The results of the survey on the validity of the learning presented in Table III.

Strongly Disagree Disagree Neutral Agree Strongly Agree
The researcher records results, expectations and unexpected ones.
The researcher obtain data from a different perspectivethrough questions. 1 0 3 17 22 The researcher discusses with a stakeholder who have attended to ensure the validity of the learning.
The researcher tries to design the learning repeated by other educators. The results of the continuation of learning presented in Table IV TABEL IV. CONTINUITY ASPECT

Strongly Disagree Disagree Neutral Agree Strongly Agree
The resarcher looks forcontinuing the learning. 0 1 13 14 17 The resarcher conductsthe learning with the students, not just for themselves.
The researcher' research agenda arises from oneself so motivated to do so. 0 1 7 14 22 The researcher gets more information in making professional decisions. The statement is an external support, i.e., described the learning to encourage the professionality.
Educators state the learning is a self-initiated even takes more time than others.
Therefore Furthermore, if students try to work on each problem, all correct answers will be obtained from all the structured tasks given. Thus, educators cannot state that students tend to habit of not paying attention when examining structured tasks.
Distribution of quantitative data on aspects of change is in Table V below.

Strongly Disagree Disagree Neutral Agree Strongly Agree
Educators already have increased sensitivity in conducting action research Educators already have increased sensitivity in conducting action research. Educators can share many ideas with colleagues and students learn from the action research form. Learning the form of action research is a methodology that helps try something new. The quality of teaching by educators has increased because of the learning form of action research.
1 0 9 20 15 Learning the form of action research is a methodology that helps educators become flexible. 0 1 16 17 11

Strongly Disagree Disagree Neutral Agree Strongly Agree
Educators are more satisfied than teaching activities because they have done action research. 0 2 11 20 12 Learning forms of action research provide a more understanding of student learning. 0 0 7 16 22 Researchers direct learning in the form of action A.

Benefit
The researcher worksby combining pedagogical approaches and using mathematics teaching

Change
The four questions in the discussion directly submitted regarding changes, namely: personal or individual, professionalism, curriculum, teaching, and student learning changes. One of the changes is personally, i.e., teaching as a non-rigid learning model.

1) Personal change
The researcher showed as the power of testing

3) Change in teaching
Changes in teaching related to the way the researcher approachs the curriculum through selfmade teaching materials. The focus is different, namely: (1) tending the current teaching fixed, (2) paying attention to the situation before developing teaching materials, (3) centering on conceptual understanding basing self-considerations about assessment, (4) convincing students to truly learn, (5) following methods just from sources presented, (6) using personal curricula, (7) learning but not best from the role of teacher authority, but are directed towards self-reliance and work with peers,

Validity and reliabiliy
In the portion of the discussion, the researcher   Most of the educators interviewed stated that action research was more practical if they used an informal approach but still in the action research quality. While the stumbling encountered is very valuable, which seen as accuracy and challenge.
Educators seem willing and can continue to carry out action research using a few formal methods.
However, the formality of action research is increasing, as are embedded in the daily curriculum and supported by the student community.  Figure   1 below.   The belief that mathematics is a skill improved through the practice of action research, and that with diligence and hard work, students become educated.
In other words, for the most part, that belief influences the performance of teaching rather than learning, which turns out to contribute to mathematical performance.The performance of the students has attracted the attention of the researcher and regarding understanding of the content knowledge.
The implementation of the different from the background of professional teaching experience so far, especially of low student learning. That is, the idea of students' constructing their own mathematical knowledge rather than receiving it in finished form from the educators or a textbook.
The findings are about the students' constructive processes. They continually invent ways of dealing with the problem. In class, the students rely many times on invented strategies to solve a variety of problems. That is, successful work in learning programs are encouraged to invent the students' own procedures for solving a problem, even though limited capacity to handle information. For amle, there is a combinatorial strategies, a series of sophisticated solution identified.
A significant number of the students independently adopted more procedures or their thinking on on a task. For example, solution of ½ + 1/3 showed in Figure 2 below for 4 groups of solution.