The objectives of the research were discover the profile of the teachers understanding by revealing the depth of students' knowledge based on misconception and precondition knowledge in solving the questions. The research was descriptive with qualitative approach. The researcher was the main instrument guided by mathematics ability diagnostic test, format of teachers written analysis result, and interview guidance which were valid. The data of the research was collected through test; then, the test was analyzed by the teachers in writing and verified through interview. The subjects of the research were teachers and student, namely one student of class IXB at SMPN 1 Gantarangkeke and two teachers with qualification of one novice teacher and one senior teacher. The results of the research showed that: (1) in identifying the student's misconception, the novice teacher's perspective and senior teacher's perspective were similar. They thought that procedure mistake was also the student's misconception, the teachers did not differentiate the student's mistake whether its procedural or misconception; (2) the understanding of novice teacher and senior teacher on the students precondition knowledge of the subject understood that the mistake done by the student did not remember precondition material in solving the problem; (3) the understanding of senior teacher on the students precondition knowledge was the subject understood that the mistake done by the student was due to the student did not remember precondition material in solving the problem; the follow up plan for novice teacher referred to instrumental or procedural understanding, the divergent learning was centered in one way, the PCK component of novice teacher did not develop equally between the students knowledge identification and follow up plan; (5) the follow up plan for senior teacher did not only notice the student's conceptual knowledge, but also how to build the student's skill in solving the question based on the right procedure, able to demonstrate the connection in learning between the knowledge on student and pedagogic knowledge Key Words : Teacher Knowledge, Student Knowledge, teacher experience. PENDAHULUANPendidikan memegang peranan penting dalam menciptakan manusia berkualitas. Pendidikan juga bertujuan untuk menghasilkan insan-insan yang cerdas, kreatif, terampil, bertanggung jawab, produktif dan berbudi pekerti yang luhur. Hal tersebut hanya dapat dicapai manakala ditunjang oleh usaha dan kerja keras sedini mungkin.Guru yang profesional adalah guru yang mempunyai sejumlah kompetensi yang dapat menunjang tugasnya yang meliputi kompetensi pendagogik, kompetensi profesional, kompetensi sosial maupun kompetensi pribadi. Dari kompetensi tersebut guru dapat menciptakan suasana dalam belajar menjadi nyaman dan optimal sehingga menumbuhkan persepsi siswa yang positif. Guru merupakan inti dari proses pendidikan secara keseluruhan dengan guru sebagai pemegang peranan utama. Proses belajar mengajar merupakan suatu proses yang

This research is a classroom action research with the aim of knowing the improvement of student mathematics learning outcomes throught the application of the TGT learning model with Ultaphygo teaching aids. This research includes planning, implementing, observing, and reflecting. motivated by the low learning outcomes of students at SMK Mega Link Majene in mathematics. The research subjects were students of class X SMK Mega Link Majene. Data collection techniques used student activity observation sheets, learning implementation observation sheets, and student learning outcomes tests at the end of each cycle. Each data collected at the end of the cycle was analyzed quantitatively by using descriptive statistics for student learning outcomes, while student activity and learning implementation used qualitative analysis. The results showed an increase in student learning outcomes from pre cycle to first cycle. This can be seen in the average student learning outcomes in the pre-cycle test results of 78.34, then an increase in the first cycle with an  average student learning outcomes of 87.66 with a completeness percentage of 89.05% of 37 students. Likewise, student activity also experienced an increase from pre-cycle an average of 78% to an average of 93% in the first cycle with the very good category. Based on the description, it can be concluded that there is an increase in the learning achievement of students' mathematics learning activities through the application of the TGT learning model using Ultaphygo teaching aids.

This study aims to find out how to improve students' mathematics learning outcomes through the ICARE learning model by applying the concept map to students of SMP Negeri 1 Wonomulyo with a population of 211 people, consisting of 7 classes. The sample of this study was 36 people, namely class 8B of State Junior High School 1 Wonomulyo. The research instrument used was a learning achievement test, student activity sheets, and learning achievement sheets. Data analysis uses descriptive and inferential statistical analysis and there are few category that used in the research to show how ICARE learning model can improve student passion in mathematic learning. The results showed that students' learning outcomes in mathematics taught by the ICARE learning model with the application of the concept map, provides opportunities for students to exchange ideas with friends or teachers in terms of finding and building their own knowledge in students, wherewith these conditions create positive responses in mathematics learning. Analysis in multi graph for each category and correspondence show that student perspective in mathematic learning improve significance.