Abstract:
QAIT learning and ATI model focus more on the adjustment of learning with diverse student
characteristics, to meet the needs of different students. Furthermore, the best lesson would not be
successful if students are not motivated to learn it or not provided sufficient time to enable all
students to learn. Students have the power of comprehension, absorptive, thinking power and
intelligence of unequal power between one student and another student in a classroom. Therefore,
how to educate and learn the students actually vary depending on the level of intelligence of each
student. But what happens during this is a uniformity of procedure of learning in every classroom,
as if all students have the characteristics and motivations of the uniform. In fact, the characteristics,
motivation, every student was very different, so I taught him was to be diverse. Especially in
mathematics, learning mathematics, learning or teaching and learning activities in this lesson is
different from other lessons. This is because mathematics, including lesson that is difficult when
compared to other lessons. This paper will discuss QAIT Learning Model (Quality,
Appropriateness, Incentive, Time) and ATI (Aptitude Treatment and Interaction) in Mathematics
Education. Model approach and Aptitude Treatment Interaction (ATI) is a learning model that can
serve students' individual differences, that is tailor treatment / treatment (teaching method) with the
characteristics and motivation of students. In application, it emphasis more on the provision of
treatment (treatment) that differ in learning, based on the characteristics of each group of students
(high, medium, low). Model ATI will be effective when combined with QAIT model, because this
QAIT model will consider time spent on the students to learn in relation to the amount of time they
need to learn. The time needed is a product orientation and ability to learn, time is actually used
depends on the time clock is available for learning, quality teaching and student persistence.
