JIML THE IMPLEMENTATION OF LEARNING STRATEGY THROUGH QUESTION STUDENT HAVE (QSH) AT VOCATIONAL SCHOOL IN BANDUNG REGENCY

Learning Math needs stages which is in line with mental development as well as cognitive aspect. The point of view in this implication through learning math is to encourage awareness, produce questions, able to oppose, able to predict, appreciate to the own valuable invention, encourage students to find out math stucture and design, and encourage to think critically. Moreover, students are encouraged to analize with their assumption with credible sources, find out whether the sources are credible or not, identify and evaluate, try to implement some strategies to make the correct decision based on available assessment. One of learning stages which is offered is active learning strategy. One of the application is QSH (Question Student Have) strategy. With this method, the achievement and improvement of Mathematical critical thinking of vocational school students. Furthermore, students can easily solve their problems in (a) simplifying square root, (b) deciding sinus, cosinus, and Tangen angles, and (c) phytagoras concept.


INTRODUCTION
Math learning that called school mathematics is math subject which is taught in formal school. (Rusfendi, E 2011) Math is knowledge service like other subject such as physics, chemistry, accounting, etc. Learning math needs some stages which is in line with mental development as well as cognitive aspect. implication through learning maths is to encourage awareness, produce questions , able to oppose, able to predict, appreciate to own invention as a valuable thing, encourage students to find out math stucture and design, and encourage them to think reflectively. Based on goal achievement by (Depdiknas 2015), the goals were emphasised in (1) ability of real life problem solving on mathematics or others; (2) ability to use mathematic as communication tools; (3) ability to think logically in every situation together with thinking critically and systematically, noble, and discipline in solving the problem. On the other hand, students'mathematical comprehension is very low same with international math prestige of Indonesian students.
Coherence with TIMSS, assessment of PISA (Programme for International Student Assesment) in 2003 recomended by OECD (Organization for Economic Co-operationand Development) (Ismaimuza 2013). Whereas, that abilty is part of critical thinking. This situation is inapropriate to the main priority of education system. One of learning stateges which is offered is active learning strategy. One of the application is QSH (Question Student Have) strategy. This strategy had been developed by Melvin L Silberman. He said that QSH strategy was active learning way that not make students afraid to learn that students' needs. Based on problem background, the writer was interested in observing to The Implementation of Learning Strategy through Question Student Have (QSH) at vocational school in Bandung Regency.
The term critical thinking is usually meant with convergent thinking, logical thinking with reasoning. (Salim 2016) stated that ideally critical brainware should have 12 abilities that are classified in 5 aspects: 1. Elementary clarification, 2. The basis for the decision, 3. Inference,4. Advanced clarification, 5. Supposition and integration. Critical thinking is the ability to analize with their assumption with credible sources, find out whether the sources are credible or not, identify and evaluate, try to implement some strategies to make the correct decision based on available assessment.
QSH is a learning strategy where students were involved actively in producing questions about subject needed. So that, their abilities were explored maximally. (Aminudin 2017). By QSH method, students' learning process was more impressing. It will construct their comprehension well. This method used a technic to get students participation through their notes. Asking ability is skill used to get answer from others. Almost all processes of evaluation, measurement, assessment, and test were done through asking. Asking question could be said as a reflection of individual awareness. While, answering indicates individual comprehension of thinking

METHOD
Method on this research is experimental method. Since there was an individual treatment where one class got learning which using Question Student Have approach and the other class used conventional learning. At the beginning and the end of learning, both classes were given test in line with research design by (Rusffendi, E 2010) : Population on this reserach was all students of Vocational school in Bandung regency who have low critical thinking ability. School that school became sample was SMK Penida 2 Katapang which represents that population. From this school were choosen two classes become sample. In random sampling technic as population has same opportunity to be a sample. Through drawing sample then had been choosen XI TKJ 1 class as class experiment which get QSH learning treatment and XI TKJ2 class as class control which get conventional learning. The reason of choosing 11 grade class is because the material which will be delivered was in that class.

Data Description of math critical thinking ability
Based on collected data from this research which using Question Student Have strategy and conventional learning at pretest and postest, so it get score average and deviation standard as follow: Tabel Based on table 1 above, it was derived pretest score average from class experiment 3,85 and class control 3,65. It seems that there is no significant difference on both classes. Therefore, it can be concluded that the prior ability in these two classes is same. But there was different score on postest. It showed that postest score average in class experiment was 16,22 with deviation standard 1,7 and class control 12,20 with deviation standard 1,8. It means that class experiment is higher than class control, N-gain of class experiment is 0,77 and class control is 0,52. Therefore, it can be concluded that class experiment has math critical ability improvement better than class control. To check validity by using statictical measurement for pretest, postest, and N-gain which using normality test, homogenity test and significance test of the score average  .770 From Tabel 3, the prior math critical thinking ability ability which using Question Student Have strategy was not significant different with using conventional learning..

Analyze Data Postest score of math critical thinking
From Table 4, data was not normally distributed.  Table 5, it can be concluded that students' math critical thinking ability which using Question Student Have strategy better than conventional learning.

Normalized Gain Data Analysis
From Table 6 N-gain data of class experiment and class control was normally distributed, then continued by testing variance homogenity.  T-Test different average used to find out whether the improvement ability of math critical thinking which using Question Student Have strategy better than conventional learning or not. Below is tabulation of result pretest score average belong to class experiment and class control:  Table 8, significant score is 0,000. If the incoherent score from hypotesis score in both class is 5%, So 0,000 ≤ 0,05. Since (Sig) for these two classes are less than 0,05. Based on criteria of the test H 0 was rejected. Therefore, It can be concluded that the improvement ability of math critical thinking which using Question Student Have strategy better than conventional learning.

Students' problem in doing Math question items of math critical thinking ability
The goal of this research is to find out students problems in doing Math question items about Geometry 3D. Students' problem was marked by some mistakes in answering item of critical thinking test about Geometry 3D. furthermore, some students' mistakes as followed: 1. Mistake of simplifying the squareroot.
This mistake happens because students have less comprehend to simplify kind of squareroot on question 3. It showed on picture 1 below. Picture 1. Mistake of simplifying the squareroot 2. Mistake of deciding Sinus, Cosinus and Tangen angle This mistake happens because students have less comprehend to decide form of sinus, cosinus and tangen angle. This is the students' problem. So that,` the best way to understand this is by memorizing the special angles. Here below is student's inappropriate answer in deciding sinus, cosinus and tangen angle: JIML Picture 2. Mistake of deciding Sinus, Cosinus and Tangen angle

Mistake of Phytagoras Concept
This mistake happens because students have less comprehend to phytagoras concept. Therefore, their answer is not correct like picture below:

Picture 3. Mistake of Phytagoras concept
Here are tabulation result of students' mistake in doing items of the math critical thinking test class experiment and class control on Table 4.9 below :

Discussion
Based on pretest result of critical thinking ability between class experiment and class control, there was different score with close distance. This research had done for one month or twelve class meetings. Two meetings for pretest and post test and the rest meetings for learning process. The beginning of lesson started by making some small groups which consist of 5-6