Penelitian ini bertujuan untuk mengetahui pengaruh hasil belajar matematika siswa dilaksanakan di smp it ibnu abbas tarakan pada tahun ajaran 2021/2022. metode penelitian yang digunakan adalah penelitian single subject research dengan desain a-b-a’. subjek penelitia n ini adalah 3 siswa kelas viii yang memperoleh hasil belajar yang rendah. instrumen yang digunakan dalam penelitian yaitu tes uraian. hasil penelitian ini menunjukkan bahwa pada kondisi intervensi semua subjek memperoleh hasil belajar yang baik. hasil belajar matematika subjek k, d dan m pada kondisi baseline a’ lebih tinggi daripada kondisi baseline a. sedangkan hasil belajar matematika subjek m pada kondisi baseline a sedikit lebih rendah dari subjek k dan subyek d. adapun nilai subjek pada tahap baseline a yaitu subjek k mendapat skor rata-rata 28,5 untuk subjek d mendapat skor rata-rata 32,5 dan subjek m mendapat skor rata-rata 27,5. pada tahap intervensi subjek k mendapat skor rata-rata 71,5, untuk subjek d mendapat skor rata-rata 70, dan subjek m mendapat skor rata-rata 75. pada tahap baseline a’ subjek k mendapat skor rata-rata 86,5, untuk subjek d mendapat skor rata-rata 82 dan pada subjek m mendapat skor rata-rata 83,5. hal ini juga didukung dengan tidak adanya data tumpang tindih pada tahap baseline a dengan tahap intervensi yaitu sebesar 0%. secara umum kesimpulan dari penelitian ini adalah bahwa pemberian model pembelajaran mmp (missouri mathematics project) terdiri atas tahapan pendahuluan, pengembangan, latihan dengan bimbingan, kerja mandiri serta penugasan memberikan pengaruh terhadap hasil belajar matematika siswa smp it ibnu abbas tarakan. kata kunci: ssr (single subject research), hasil belajar matematika, model pembelajaran mmp (missouri mathematics project)

This research aimed to figure out the effect of mahthematical learning achievement if students at smp it ibnu abbas tarakan in the academic year of 2021/2022. the research used single subject research with a-b-a’ design. the research subjects were 3 grade viii students with low learning achievement. the research instrument was a description tes. the research result showed that in the intervention conditions, all subjects obtained good learning achievement. the mathematical kearning achievement of subjects k, d and m under baseline a’ were higher than those under baseline a. meanwhile, the mathematical learning achievement of subject m under baseline a was slightly lower than that of subjects k and d. the scores of subjects at baseline a respectively showed that subject k had the average scores of 28.5;subject d had the average score of 32.5; and subject m had average score of 27.5. at the stage of intervention, subject k had the average score of 71.5; subject d had the average score of 70; and subject m had the average score of 75. at the stage of baseline a’, subject k had the average score of 86.5; subject d had the average score of 82; and subject m had the average score of 83.5. this was also supported by the inexistence of overlapping data at the stage of baseline a with the intervention stage of 0%. in general, this research concluded that the implementation of mmp (missouri mathematics project) learning model consisting of introductory, development, guided training, independent work, and assignment stages offected the mathematical learning achievement of sstudents at smp it ibnu abbas tarakan. keywords: ssr (single subject research), mathematical learning achievement, mmp (missouri mathematics project) learning model