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As it was found in many schools, the learning media have not helped educators in facilitating students in supporting an effective learning process. Learning tools which consist of a syllabus, lesson plans, teaching materials and learning outcomes tests that were used do not involve students actively. One effort that can be used is through discovery learning methods that are valid, practical and effective. Where this method was implemented by connecting the concept of learning with problems in everyday life and aimed to improve students' problem-solving abilities and teaching them how to solve problems until new knowledge was discovered by students. The aimed of this development was to produce a learning media based on discovery learning by using GeoGebra on valid and practical for second semester topic. This type of research was a development research using the Plomp development model which consists of three phases where the initial investigation, the development phase and the assessment phase. The research subjects were students of class grade 11 in Senior High School Number 2 Pulau Punjung. The results of the validity of the data analysis indicated the ddiscovery learning were in valid criteria in terms of content and validity of lesson plan with a percentage of 86.78% and the validity of worksheet was 82.24%. Practicality of learning media, attractiveness, comfort and time efficiency were 95% based on teacher questionnaire responses and 85.30% questionnaire responses for student learning media with discovery leaning method and the affectivity of discovery learning in term of completeness was 83. 87%.

Concept comprehension abilities is a very important aspect in learning mathematics. The low of concept comprehension abilities will affect the quality of student learning, which in turn has an impact on the low achievement of students in school. This also happened at the Vocational public School in Sijunjung regency. One effort that can be done in reacting to it is through the selection of learning models that can create a learning environment that makes students active. Mind Mapping technique is an alternative to increase student activity in learning. This type of research was quasi-experimental. The instrument used in this study was a test consisting of an initial ability test to see students 'initial abilities consisting of high and low initial abilities, a final test to see students' mathematical concept comprehension abilities. Data was analyzed by using the Mann Whitney U test and two-way ANOVA. Based on the results of data analysis, several conclusions were obtained, namely: (1) The Concept comprehension abilities of students who learn with Mind Mapping Techniques was higher than students who learn with conventional learning; (2) Concept comprehension abilities of high, moderate, and low prior knowledge who learn with Mind Mapping techniques was higher than students who study with conventional learning; (3) there is no interaction between model of learning and prior knowledge.

The use of classical learning models that have long been known among mathematics educators. The purpose of this study is to describe students’ perceptions of mathematics education on the use of classical learning models with power points in the learning process in class. This research is a qualitative research that reveals students’ perceptions of mathematics education study programs on the effectiveness aspects of classical learning models, student aspects, material aspects, and aspects of learning strategies through questionnaires and interviews to students consisting of two classes with a total of 66 students. Research subjects were involved in implementing Classical Learning models. The results of this study indicate that 77.27% of respondents agree that the use of classical learning models helps students understand mathematical concepts. As many as 65.15% of students agreed that all students, both low and high concept skills, needed learning using classical learning models. As many as 75.76% disagree that all mathematical material needs to be taught using classical learning models and as many as 63.64% of students think agree that special strategies are needed in teaching mathematics using classical learning models. The student’s perception will continue to be developed in studying mathematics learning strategy courses.