Umumnya dalam proses pembelajaran, anak kurang dirangsang untuk mengembangkan kemampuan berpikirnya. Adapun penelitian ini bertujuan untuk meningkatkan hasil belajar matematika pada materi pecahan melalui penerapan model pembelajaran kooperatif tipe Snowball Throwing pada siswa kelas IV SD. Penelitian ini termasuk ke dalam penelitian tindakan kelas (classroom action reasearch) dilaksanakan dalam dua siklus penelitian, mengacu pada model Kemnis dan taggart masing-masing siklus terdiri atas empat tahapan yaitu perencanaan, tindakan, observasi/evaluasi, dan refleksi. Subjek yang terlibat dalam penelitian ini yakni siswa kelas IV SD Negeri Kebahan 1 yang berjumlah 25 orang. Pengumpulan data dalam penelitian dilakukan dengan menggunakan metode tes, dengan instrumen penelitian berupa soal matematika. Data yang diperoleh pada penelitian kemudian dianalisis dengan metode analisis deskriptif. Hasil penelitian menunjukkan pada tahap pra siklus didapat nilai rerata siswa sebesar 55,2 setelah perlakuan mendapat PTK diperoleh siklus I dan II berturut-turut adalah 74,8 dan 86. Dengan demikian dapat disimpulkan Hasil Belajar Matematika Siswa Kelas IV SDN Kebaharan mengalami peningkatan dengan Menggunakan Pembelajaran Kooperatif Tipe Snowball Throwing

Assessment of online problem-solving abilities that are integrated on knowledge test questions to measure the cognitive aspects of students is very necessary during a pandemic. This study aims to disseminate test instruments, to measure students’ problem-solving abilities. This research uses descriptive quantitative method, with the design of test instrument preparation, the implementation of test, and the data analysis of test result. The research subjects were students of class X, totaling 75 students. Data collection was carried out by tests and questionnaire sheets. Data analysis used the IRT Rasch model to estimate separation item reliability, item fit, wright map, item measure, person fit, person measure and DIF items. The results showed the profile of students’ problem-solving abilities with sufficient criteria was 97% namely 73 of 75 students, with 16% classical completeness, namely 12 of 75 students. The results of the item analysis using the Rasch model showed the overall reliability of the test was 0.73, a good criterion. The results of the student response questionnaire recapitulation were as many as 95% of students gave positive responses to the developed test instruments. This test instrument is able to measure students’ problem-solving abilities and can help implement learning outcomes tests during a pandemic.