Probability is one part of mathematics material that is learned in school. In Indonesia, probability is learned from Junior High School level and is continued in Senior High School level. Hence, understanding of probability's concept in Junior High School level is very important. The aim of this research is to analyze students' difficulties of 8 th Grade of SMPN 1 Prambanan Klaten in solving problems of probability. The method used in this research is descriptive method. Data collection was done based on students' work through essay test. The result shows that the difficulties which are experienced by the students in solving pobability's problem are the difficulty in understanding proportional reasoning and the difficulty in resolving misconceptions or misperceptions in probability. The misconceptions are representativeness, probability cannot be measured mathematically, misuse or extend conclusions inappropriately, inappropriate reasons, beliefs, equi-probability bias, and possible means certain.

This research is motivated by the low self-confidence of students in the learning process at SMAN 1 Ngemplak where the students who were respondents were 35 students consisting of 22 female students and 13 male. The solution given is using a cooperative learning model with jigsaw type. Based on the evaluation of cycle I obtained an average value of 61.71 with a percentage of mastery learning 57%. The highest score obtained by students is 80 and the lowest score is 40. Whereas for giving a confidence questionnaire in pre-cycle is 66.63  in the medium category and after cycle I it increases to 80.17 but still in the medium category. The results obtained in the first cycle are still quite good or have not been fulfilled. Based on the results of the second cycle evaluation, the average is obtained 75.57 and 89% completeness learning increased from 57% previously. In addition, an increase in student confidence was also seen from the comparison of the results of the assessment questionnaire in pre-cycle, cycle I and cycle II, which initially 66.63 became 80.17 and ended 86.80. Abstrak Penelitian ini dilatar belakangi oleh rendahnya kepercayaan diri siswa dalam proses pembelajaran di SMAN 1 Ngemplak dimana siswa yang menjadi responden adalah 35 siswa yang terdiri dari 22 siswa perempuan dan 13 laki-laki. Solusi yang diberikan adalah menggunakan model pembelajaran cooperative learning tipe jigsaw. Berdasarkan evaluasi siklus I diperoleh nilai rata-rata 61,71 dengan persentase ketuntasan belajar 57%. Skor tertinggi yang diperoleh siswa adalah 80 dan skor terendah adalah 40. Sedangkan skor kepercayaan diri pada pra siklus adalah 66,63 yang berada pada kategori sedang. Setelah dilakukan siklus I, skor kepercayaan diri meningkat menjadi 80,17 tetapi masih dalam kategori sedang. Berdasarkan hasil evaluasi siklus II, diperoleh nilai rata-rata 75,57 yang sebelumnya adalah 61,71. Ketuntasan belajar pada akhir siklus II adalah 89% yang meningkat dari 57% pada akhir siklus I. Selain itu, peningkatan kepercayaan diri siswa juga terlihat dari perbandingan hasil angket penilaian pada pra siklus, siklus I dan siklus II, yang awalnya 66,63 menjadi 80,17 dan berakhir 86,80.

Abstract-Skill laboratory teaching and learning is a part of medical school curriculum. The learning involves many things such as knowledge as well as affective and psychomotor capability, tutor role, and faculty financial support. In developing country, there is not only financial burden to support skill laboratory but also lack in number of qualified medical teacher. The aim was to develop the best model for skill learning in limited resources. The study developed through January-October 2016 and we analyzed the data quantitatively and qualitatively. For quantitative data we had gained from questionnaire and qualitative data were gained from written open question on how the skill learning process was going on in our faculty and participating observation during the process. The questionnaire was assessed students' and tutor's perspectives of 51 items using Likert scale, that questioning about the process, skill laboratory design, equipment, tutor role and student motivation. Total sample were 287 students and 25 tutors. The result was divided into three different domains that were students, tutor or building/equipment. Most of respondents said that the equipment including building support such as toilet, praying room was not in appropriate needs (> 75%). This result showed that both student and tutor want to have much better learning environment. There were limited manikin (>70%), so the students find difficulties to do self-repetition. Students also noticed that tutor feedback were the best motivation for their self. The qualitative result also concluded that the capability of tutor in giving feedback and standardizing the skill could cover the gap in limited resources during the skill learning process. Making standardized video for all skill procedures is the alternative solution in lacking of manikin to self-practicing. Peer practices can also to be used in case of limited standardized patient. Based on our model, tutor is the central role to encourage the student in mastering the skill procedures.