Penelitian ini bertujuan meningkatkan hasil belajar matematika dengan penerapan pendekatan penemuan terbimbing yang dilaksanakan di kelas VIIC SMPN 1 Loea. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan 27 siswa kelas VIIC SMPN 1 Loea sebagai subjek penelitian. Prosedur PTK pada penelitian ini terdiri atas planning, implementating, observating, dan reflection. Hasil penelitian menunjukkan bahwa hasil belajar matematika pada materi segitiga mengalami peningkatan setelah dilakukan tes akhir. Pada siklus pertama, persentase keterlaksanaan skenario pembelajaran sebesar 81,25%, sedangkan rata-rata hasil belajar sebesar 72,96 dengan persentase ketuntasan sebesar 66,67%. Pada siklus kedua, persentase keterlaksanaan pembelajaran sebesar 100%, sedangkan rata-rata hasil belajar sebesar 81,25 dengan persentase ketuntasan sebesar 88,89%. Bedasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan pendekatan penemuan terbimbing dapat meningkatkan hasil belajar matematika siswa.Improvement of Mathematics Learning Outcomes in Triangle Material Through Guided Discovery Approaches of Middle School StudentsAbstractThis study aims to improve mathematics learning outcomes by applying the guided discovery approach implemented in the VIIC class at SMPN 1 Loea. This research is a classroom action research (CAR) with 27 VIIC grade students at SMPN 1 Loea as research subjects. CAR procedures in this study consisted of planning, implementing, observing, and reflecting. The results showed that mathematics learning outcomes in the triangle material increased after the final test. In the first cycle, the percentage of feasibility learning scenarios was 81.25%, while the average learning outcome was 72.96 with a percentage of completeness of 66.67%. In the second cycle, the percentage of the feasibility of learning was 100%, while the average learning outcome was 81.25 with a percentage of completeness of 88.89%. Based on the results of these studies it can be concluded that the application of the guided discovery approach can improve student mathematics learning outcomes.

The success of a learning is in line with the selection of the curriculum to be used. The 2013 curriculum mandates the essence of a scientific approach in learning. In this case, it is necessary to develop attitudes, knowledge, and skills of students. The purpose of this study is to provide insight and an overview in designing and compiling a curriculum using a scientific approach to learning Arabic and providing examples of the application of this scientific approach to several schools that have implemented a curriculum with a scientific approach. The research method used is library research, where data collection methods are taken from various sources, namely from books, journals, and other sources that discuss the scientific approach in learning Arabic. The results of this study are the development of the syllabus, the development of a class-based testing system, the integration of life skills into the syllabus, and modifying the learning model. Teachers have been fully involved in developing the syllabus and learning. This can be seen from the ability of teachers in developing learning experiences into learning activities. So in this case, schools must complete the guidelines for implementing the 2013 curriculum. Guidance and training and monitoring of the implementation of the 2013 curriculum must be carried out continuously and sustainably.