Legal protection for teachers is interpreted as efforts made by the government to protect teachers and other education personnel in carrying out their professional duties, both protection in legal, welfare, professional and social aspects. Through research conducted in a normative juridical manner, this study concludes that legal protection for teachers in the education process related to violent crimes has been fully regulated in various laws such as Law Number 14 of 2005 concerning Teachers and Lecturers and Government Regulation Number 74 of 2008 About Teachers. Where it is explained in the two laws that punishment and sanctions are given to students with the aim of teaching by the teacher not to be a violent crime. Legal protection for teachers in the educational process related to acts of violence in the education sector should be implemented using a penal policy and a non-penal policy. The use of this policy by looking at the factors and background of criminal acts in the field of education occurred, especially by considering the objectives of the teaching process carried out by teachers.
In learning mathematics, problem-solving skills are very important. Problem-solving skills will help the person succeed in everyday life. This study aims to analyze the increase in mathematical problem-solving abilities (KPMM) of students whose learning uses the Think-Pair-Share (TPS) cooperative strategy. This research is a class action research that consists of three cycles. The subjects in this study were students of class VIII-A, consisting of 34 students. The instrument used is a mathematical problem-solving ability test (KPMM). Data analysis was carried out with an increased test (normalized gain), learning completeness, and the average level of mastery. Based on the KPMM test results, information was obtained that there were differences in classical learning mastery in aspects of mathematical problem-solving ability in cycles I, II, and III. These findings are supported by the number of students who complete each cycle. For KKM 65, in cycle I, the number of students who completed was 13 students (38.24% of 34 students). In cycle II the number of students who completed was 23 students (67.65% of 34 students), and in cycle III, the number of students who completed there was 28 students (82.35% of 34 students). It can be concluded that TPS learning using students working on worksheets in groups and being guided by the teacher on changing word problems into a mathematical model can increase the KPMM of students with high criteria. The number of students who complete cycle III is more than those who complete cycles I and II.
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