The research aim is to describe management learning accounting on curriculum 2013 that is conducted by Vocational School teachers at Surakarta. Data gathering methods used are; interview, observation, and documentation. Data analysis technique used is interactive analysis that is involved data gathering, reduction, display, and verification. The research result showed that not all of accounting teachers at Vocational School Surakarta in arranging planning of learning conducting, learning conducting and accounting learning evaluation to implement curriculum 2013. Vocational School curriculum at Surakarta still using two curriculums, those are; Education set level curriculum and curriculum 2013. It still can be found that there are some problems on accounting Vocational School teachers at Surakarta in related with curriculum 2013 involving the difficulty in arranging the learning set of curriculum 2013, the problems on accounting learning process used scientific approach, or difficulty in authentic evaluation.

This study aims to (1) analyze and describe the assessment of accounting learning conducted by high school teachers in Surakarta City-Central Java. (2) the development of lesson study based contextual accounting learning assessment. This study uses the research and development approach. Research subjects of high school accounting teachers in Surakarta City. Methods of data collection, interviews, observation and documentation. Data analysis techniques use interactive analysis which includes data collection, data reduction, data display and verification. The validity of the data uses triangulation methods and sources. The results of the study indicate that the judgments carried out include affective assessment, cognitive assessment and psychomotor assessment. The evaluation of accounting learning in high school of Surakarta City for affective aspects are using two ways, namely the assessment of spiritual attitudes competency and social attitudes assessment. Assessment of spiritual attitudes uses selfassessment techniques. Social attitude competency assessment uses observation techniques, self-assessment journals, and peers. Assessment of accounting learning for cognitive aspects using tests and assignments. There are three learning assessments for psychomotor aspects, namely project appraisal, performance, and portfolio. Development is carried out on assessment instruments for both affective, cognitive, and psychomotor aspects. The development of the affective aspect is carried out by the spiritual attitude competency assessment instrument and the social attitude competency assessment instrument with observation techniques. The development of cognitive aspects is carried out on the instrument for assessing cognitive aspects and the timing of the implementation of cognitive instruments. Development of psychomotor aspects is carried out on the implementation of psychomotor instruments.

This article discusses the existence of disease or dyscalculatic problems experienced by junior high school students, especially in the 7G grade. This research was conducted at SMP Negeri 2 Kartasura. The background of this research is the difficulty of students in understanding the basic concepts of mathematics. Diskalkulia is a form of learning difficulties experienced by children in learning mathematics. In fact, almost all students say that mathematics is the most difficult subject. If it's not difficult that means it's not math. Given the importance of mathematics in science and technology, it is only natural that mathematics becomes a compulsory subject that needs to be mastered and well understood by students in schools. The need for current and future mathematical applications is not only for everyday use, but especially in the world of work, and to support science.The cause of learning difficulties in mathematics is a common problem that often occurs in children in schools, with different types and different levels of difficulty. Problems experienced by students to understand the basic concepts of mathematics are influenced by several factors including internal factors of students who consider mathematics difficult, lack of student interest in learning mathematics. Whereas external factors include, the method used by the teacher in delivering material is less interesting so students feel bored when learning takes place.

The research aims to analyze and describe the contextual accounting learning management that is done by the accounting teachers of Senior High School at Surakarta city. This research used research and development approach . The research subject was Senior High School accounting to teachers at Surakarta city. Data gathering method used: interview, observation and documentation. Data analysis technique used interactive analysis involving data gathering, data reduction, display, and verification. Data validity used triangulation method and sources. The research results showed that contextual accounting learning management that is done by Senior High School accounting teachers at Surakarta city is begun by making learning leading planning that is focus on syllabus, all teachers have not developed learning conducting planning independently. Most of them in education performing accounting still tend to use ceramah method, giving task and item exercise. Teachers still having problems in contextual accounting learning, Teachers have not fully understood and master contextual accounting learning. Teachers have not usual to link learning material with their real-life problems. Interaction management begin entering the class until the closing activity is dominated by the teachers (teacher center). Learning material management is conducted by an academic calendar that is established by the headmaster. Learning evaluation is done through Oral, written and giving task/assignment.

The objective of this study is to analyze and describe the quality improvement of contextual accounting learning management based on lesson study in senior high school of Surakarta. This is a qualitative study. The subjects of the study were principal, teachers, and students. The data was collected through observation, interview, and documentation methods. The data analysis technique was using interactive analysis including data reduction, data presentation, and drawing the conclusion. The result of this study shows that the contextual accounting learning management improves the quality of learning. It can be seen from several aspects: contextual learning strategy can motivate the students to comprehend the meaning of the learning material by associating it with their daily lives. By using this concept, it is expected that the learning outcomes are more meaningful to the students. The management of learning materials in accounting considers the urgency, complexity, and deep understanding of the materials. The learning materials delivered by accounting teacher was in accordance with the syllabus and lesson plan developed based on the determined basic competencies. The management of learning interaction makes a quality and varied learning process. The setting of reciprocal relationship between teacher and students, as well as among students are performed optimally through many activities in order to achieve the learning objectives.