The application of the cooperative learning model pair checks type to increase the ability of students to accomplish story problems of fractional operation.

The purpose of this research was to describe the cooperative learning model pair checks type in increasing students' ability to accomplish the story problem of fractional operation at SMP IT Qurrota A'yun Palu. The type of this research was Classroom Action Research (PTK) which referred to the research design by Kemmis and Mc. Taggart, that were planning, implementation of action, observation, and reflection. The research participant was students of class VII-D SMP IT Qurrota A'yun Palu who enrolled in the odd semester of 2019/2020. There were 28 students as the subject of this research and selected three students as participants. This research was conducted in 2 cycles. In the first cycle, there were 14 students passed the test of 26 students took the test. In the second cycle, there were 21 students passed the test of 27 students took the test. The observation result of students' activities was in the good category for cycles I and II. The observation result of the teacher was also categorized well in cycle I, and it was in the excellent category for cycle II. The research result indicated that learning process by using cooperative learning model pair checks type could increase students' abilities in completing story problem of fractional operation, through the steps as follow: 1) teacher opened learning process by greeting students, checking attendance list, praying together with students, doing apperception and explaining learning objectives, 2) teacher illustrated the steps of learning activities and learning materials by using scientific approach, teacher acted as a facilitator, 3) working in pairs, students were divided into 7 groups, each group consisted of 4 students and formed 2 pairs, each student took role as coach and partner, 4) partner answered questions stated in students worksheets (LKPD) which were given by the teacher, 5) coach checked the partner's answer, 6) coach and partner switched role one another after finishing one number of question, 7) each pair returned to the previous group and compared answers, then wrote the result of group discussion on the paper provided by teacher, then in turn each group performed the result in front of class, 8) teacher gave reward to the groups by giving compliments and gifts. [ABSTRACT FROM AUTHOR]