IMPROVING THE STUDENTS ’ MATHEMATICS LEARNING OUTCOMES THROUGH QUANTUM TEACHING METHOD

As educators must be professional in choosing strategies, learning methods and techniques in directing competent students, especially learning mathematics. Maximizing learning activities as one of the efforts of educators by using one of the learning methods as a tool to achieve the planned learning objectives, so that all the potentials of students in the end can optimize the results of learning mathematics. The formulation of the problem in this research is "Whether by using the method of learning Quantum Teaching on trigonometric basic competence can improve students' learning outcomes of grade X.3 SMA Negeri 1 Wundulako?" The procedures of this research are planning, action implementation, observation and evaluation, and reflection. Sources of data in this study are teachers of mathematics (teacher partners), observers and students. Type of data collected is quantitative data, in the form of student learning outcomes and qualitative data, namely the observation of teachers as researchers and students. Data collected, analyzed by using quantitative and qualitative analysis. The results showed that: (1) the average score of the students' mathematics learning outcomes in the first cycle was 60.13 with the standard deviation of 13.58 and was in the medium category. In cycle II obtained the average value of learning outcomes mathematics of 78.18 with standard deviation of 10.99 is in the high category; (2) the total number of students who completed the study 60.53% ie 23 of 38 students in the first cycle, to 94.74% or 36 of 38 students in cycle II and categorically completed classically; (3) Quantum Teaching learning method can also increase the spirit, motivation to succeed and enthusiasm of student at the time of learning, based on observation result of researcher, partner teacher and observer. From the results of this study can be concluded that with the implementation of learning methods Quantum Teaching on trigonometric basic competence can improve students' learning outcomes of grade X.3 SMA Negeri 1 Wundulako.

basic concept that is less so that for the next gap experience difficulties.In this case, Setyono (2007: 15-16) discloses the learning of mathematics in children, especially in early childhood, is very influential on the whole process of studying mathematics in the following years.If the underlying concept is not strong enough or the child gets a bad impression on his first acquaintance with mathematics, then the next stage will be difficult times and full of struggle.
Maximizing learning activities as one of the efforts of educators by using one of the learning methods as a tool to achieve the planned learning objectives, so that all the potentials of students in the end can optimize the results of learning mathematics.
Based on the facts in the field, the delivery of materials in the class still using conventional methods.Students are given only materials, duties and evaluations, less meaningful lessons for the students themselves and impressed educational interaction is still going one way.On the other hand, teachers are required to master the material and be able to choose the right method that suits the characteristics of students who learn, so that students feel interested because according to what is desired.
Learning needs to be directed to the development of character, where each student has a role and brings success in learning that is Quantum method as a learning method that creates an effective learning environment by using the elements that exist in the students and learning environment through interaction that takes place in the classroom .Interactions that occur in the classroom involve all the elements that exist, it is expected that students participate.Using this Quantum method, the teacher delivers the material in a fun way, one of which is Quantum Teaching method that guides the educator into a Quantum Teacher.For educators who teach something, design teaching, organize training, or interact with students in learning situations.Teaching with Quantum Teaching not only offers material that students learn but students are also taught to create a good emotional connection in learning.With Quantum Teaching we can teach by functioning both the left hemisphere and right brain in their respective functions.In this case, (Jurisaldi, 2010: 12) suggests the left brain is the center of mathematical logic, a place of thought that requires detailed explanation or descriptive while the right brain is the center of heart-felt activities as well as the center of creative ideas.
DePorter (2010: 30-31) suggests that Quantum Teaching contains important principles, models and strategies that, when combined with the educator's natural abilities, students' teaching and learning will improve.Quantum Teaching shows us how to become a better teacher.With new ways to facilitate learning through the integration of art elements and targeted achievements, whatever subjects are taught using the Quantum Teaching method, educators can incorporate learning into learning forms of instructional planning that boost student achievement.

B. Literature view 1. Quantum Teaching
Quantum Teaching comes from the word Quantum and Teaching.Quantum means an interaction that converts energy into light.(DePorter, 2010: 34), wrote that Teaching comes from the word teach which means teaching.Quantum Teaching, according to the terms changes the various interactions that exist in and around the moment of learning.These interactions include elements for effective learning that affect students 'success, transforming students' natural abilities and talents into light that will benefit both themselves and others.
As stated by DePorter (2010: 33) that Quantum Teaching is the body of science and technology used in the design, the presentation is based on the educational theories of scholars such as Lozanov, Gardner, Grinder and Bandler, Hahn, Johnson and Johnson, and Hunter, where Quantum Teaching brings the best of the best into a multisensory, multicenter, and braincompatible package that will ultimately jump-start teachers' ability to inspire and student's ability to perform.
Quantum Teaching relies on the concept of "bring their world into our world, and put our world into their world", the purpose of that concept or principle that teachers should be able to build an authentic bridge into the life of the disciple will give you permission to lead, guide, and facilitate Their journey towards wider awareness and science.This can be done by linking what will be taught with an event, thought or feeling gained from the life of the surrounding environment.Once the link is established, we can bring their world to our world, and give students insight into something meaningful, which ultimately students can bring what they learn into their world and apply it to new situations.(DePorter, 2010: 34-36).

The Principles of Quantum Teaching
DePorter (2010: 36) argues that Quantum Teaching has five basic principles: (a) everything speaks, (b) everything aims, (c) experiences before naming, (d) recognizing every effort, (e) if it is worth to study then worth celebrating.These principles are as follows.a. Everything is Speaking Everything from the classroom environment, from the papers distributed to the teaching design all send messages about learning.Interact with each student, as if each student is a top student, and note the differences that occur.As Seligman (DePorter, 2010: 52), a University of Pennsylvania psychologist Martin Seligman found that some people react more sensitively to prejudice.In his experiments, he tested a group of swimmers to determine their level of optimism and personal pessimism (how they interpret feedback).He found that some tested swimmers were pessimistic, given a bad false pool time, will record worsening times.On the contrary, what has been tested is optimistic, despite being given negative feedback, perform better.

b. Everything is Purposeful
Between the principle of principle are interrelated.Everything that happens in changing teachers has a purpose.All formal and non-formal activities, large and small activities have a purpose.Thus, all things in the learning process have a purpose.c.Experience before naming Our brains are thriving with complex stimuli, which will drive curiosity.Therefore, the best learning process occurs when students have experienced information before they obtain further information from the teacher.

d. Acknowledge every effort
Learning is risky.Learning means stepping out of comfort.As students take this step, they deserve recognition for their skills and confidence because everyone is happy when his efforts are recognized.Receiving recognition makes people feel proud, confident, and happy.According to DePorter (2010: 61-62) that to get the best results with students, acknowledge every effort, not just the right effort.As teachers, we recognize more accurately than individual learning processes and need to be remembered to give concrete recognition, expression; "Good," "great," or "satisfying," does not show what exactly has been done.Such a phrase helps students focus on their good actions.e.If worthy of study, then it is worth also celebrated The celebration is the champions' breakfast.The celebration gives feedback on progress and enhances the association of positive emotions by learning.Furthermore, DePorter (2010: 63) suggests that celebrations for students will encourage them to strengthen their sense of responsibility and initiate their own learning.Celebrations will teach students about ultimate motivation without "incentives".Students will wait for learning activities, so their education is more than just achieving a certain value.
Celebration builds a desire for success, DePorter (2010: 64) describes the Quantum Teaching method of some fun and workable forms of celebration, among others: 1) Applause, this technique has proven to never fail to inspire.2) Surprises: for example; No homework, relaxed throughout the lesson.But make sure these surprises happen randomly.Do not make this surprise as a gift that students begin to expect.3) Affirmation statement: do by the whole class as a celebration of the learning process.Try it, "We understand", "We succeed", "We can solve it", and "It's a way of thinking!"

Steps of Quantum Teaching
The steps in Quantum Teaching are better known by the acronym "TANDUR" (Grow, Naturally, Name, Demonstrate, Repeat, and Celebrate).In this case, DePorter (2010: 128) explains the design framework of Teaching Quantum Teaching is as follows: First, Grow by involving students regarding the interests of "what is the benefit for me" (AMBAK), satisfy their curiosity.Secondly, Alami by providing a common experience that can be understood by all learners or a learning experience; Grow "the need to know".Third, Name by teaching the concept as an input and providing data when interest peaks.Fourth, Demonstrate by giving students the opportunity to show that they know and can associate the experience with new data, so they live and make it a personal experience.Fifth, Repeat Glue the whole picture or show the learner how to repeat the material and affirm, "I know that I do know this."Sixth, Celebrate, as DePorter puts it (2010: 40) a celebration tethered learning with positive associations also defined Recognition for the completion, participation, and acquisition of skills and knowledge.
The steps of learning Quantum Teaching described by Saminanto (2010: 46-47) as follows: a. Designing a fun atmosphere.Master acts friendly, enthusiastic, warm, and engaging.b.Make everything "talk" about the material being taught.c.Make everything to learn success.d.Giving the initial experience (students construct their own knowledge), as long as the teacher provides the necessary direction.e. Give recognition to every effort that students have done.f.If a material is worth learning, celebrate its success.g.It needs an atmosphere setting and a conducive environment for learning.h.Create joy and wonder (like when we learn to ride a bike).

C. Methodology
This research includes a classroom action research type and includes applied research that involves researchers actively and directly from the design of research, action plans, to implementation to improve and improve the quality of classroom learning.This research was conducted on February 9 until March 9, 2012 even semester of year 2011/2012 study which is held in class X.3 SMA Negeri 1 Wundulako.Subjects in this study were students of class X.3 SMA Negeri 1 Wundulako as many as 38 people.The way of determining the subject of the study is selected students who have studied the material related to trigonometry and class X.3 is problematic in the learning outcomes.Instruments in data collection are observation sheets and test instruments.
The procedures cover the planning, implementation of action, observation, and reflection.The experts propose research design with different chart, but in outline there are four stages as follows:

D. Findings and Discussion
The results obtained in this study were analyzed quantitatively and qualitatively.Descriptive analysis is used to analyze the data of students' mathematics learning outcomes and qualitative analysis is used to analyze students' attitude change data.

Results of Students' Mathematics Learning for Cycle I
In the first cycle, the test results of mathematics learning after carrying out two learning processes that have met the target indicators to be measured on trigonometric material.The results of descriptive analysis of students' mathematics learning outcomes grade X.3 SMA Negeri 1 Wundulako can be seen in table 1.If the score of mathematics learning outcomes of students in the first cycle is grouped into five categories, then the frequency distribution and percentage score is shown in Table 2 below:   Table 2

Math Scores Results for cycle 2
In cycle II test result of mathematics learning after presentation of several sub subjects finished.The result of descriptive analysis of the score of mathematics learning result of grade X.3 SMA Negeri 1 Wundulako on cycle II can be seen in table 2: From the score of mathematics learning outcomes of students are grouped into five categories, then the obtained frequency distribution and percentage score shown in Table 3.Based on Table 3 and Table 4 above, it can be concluded that after implemented the learning by Quantum Teaching method in cycle II, mathematics learning outcomes of students of grade X.3 SMA Negeri 1 Wundulako are in the "high" category with an average score of 78.18 , Median 79.50 and standard deviation of 10.99.While the percentage score of the results of learning mathematics students cycle II is very low is not there, which is classified as low 1 person or 2.63%, which is classified as many as 3 people or 7.90%, which is high as many as 20 people or 52.63 %, And that is very high 14 people or 36,84% have shown improvement of percentage of result of learning of mathematics of cycle I.Furthermore, in table 5 below will be shown in detail the increase of mathematics learning outcomes of students of class X.3 SMA Negeri 1 Wundulako after Carried out learning by Quantum Teaching method on cycle I and cycle II with basic competence of Trigonometry.Based on table 5 above seen an increase in mathematics learning outcomes on basic competence Trigonometry after two cycles tested, where the average score on the first cycle of 60.13 which is in the category of being 78.18In cycle II and are in the category high.From table 5 also seen that the percentage of students' learning is 60.53% ie 23 out of 38 students included in the category of completeness and 39.47% or 15 of 38 students including the incomplete category in cycle I, there are 15 students who still need improvement Has not reached the criteria of individual completeness so that 80% classical completeness has not been achieved.In the first cycle, especially the beginning of the meeting, the activity is fun because starting the learning with the game of math makes students eager to learn math and teacher friendly with students.Nevertheless, students with basic concepts are less accustomed to new material to them, resulting in less responsiveness to inquiring about unexplained trigonomonetry.Teachers have tried to apply techniques to understand trigonometric comparison formulas on right triangles with acronyms (abbreviations) to facilitate students and prepare visual media in the form of material representation of angle measurement units and trigonometric comparisons on right triangles on first meeting silkus I. Furthermore, in the second cycle of the second meeting, the teacher inculcts the concept of determining the comparison value of trigonometric sinus, cosine from a special angle by using the fingers (angle 0 ° to 90 °) and the formula for obtaining tan value, when the sin and cos values are known.
Visual media is used in the form of comparative figures of trigonometry from angles in various quadrants associated with students' environments, and props ie triangles or arcs as patterns in determining trigonometric comparison rates from related angles.Nevertheless, the obstacles experienced by researchers with the number of students 38 people, pleasing with less effective solve a problem in the formation of large groups conducted at the second meeting in cycle I.So that students feel not able, in a relatively short time the teacher also has not got a direct description of the actual student ability, only after the first cycle test with some subjects that have been taught obtained a picture of student ability.While in cycle II the percentage of students' learning mastery 94,74% that is 36 from 38 students including complete category and 94,74% or 2 from 38 students are in the category of incomplete learning.In the second cycle, the completeness of classical learning has been achieved because the number of students who have achieved learning mastery reaches greater than 80%.From the results of the data above shows an increase in student learning outcomes of grade X.3 SMA Negeri 1 Wundulako after applied Quantum Teaching method.Based on the theory of Quantum Teaching, educators can combine learning extraordinary into the form of teaching planning that boost student achievement that is the result of student learning has increased in cycle II.

Conclusion
Based on the results of data analysis and discussion, it can be concluded as follows: 1.The increasing of mathematics learning outcomes of students of class X.From the results of the action cycle I and cycle II shows that the results of learning mathematics students class X.3 SMA Negeri 1 Wundulako on basic competence trigonometry an increase through Quantum Teaching method.It is expected that teachers especially math teachers to apply Quantum Teaching method early to create a fun learning and bring the impression for each individual student.3. Quatum Teaching method in addition to improving students' mathematics learning outcomes can also increase the spirit, motivation to succeed and enthusiastic students at the time of learning based on observations of researchers, teachers and observers.It is expected that teachers especially math teachers to apply Quantum Teaching method early to create a fun learning and bring the impression for each individual student.

Table 5 . Overview of Students' Improved Results for Learning Outcomes Test for Cycle I and II
3 SMA Negeri 1 Wundulako which includes the average score of students in the first cycle is 60.13 with a standard deviation of 13.58 and in cycle II the average score of students is 78.18 with Deviation 10.99 while the total number of students who complete the study is from 60.53% ie 23 of 38 students in the first cycle to 94.74% ie 36 of 38 students in cycle II.2.