The low result of the assessment of math learning is the impact of teaching and learning process, copy and paste learning tools and also influenced by very limited facilities and infrastructure. To respond to these challenges, the development of STAD type cooperative learning tools is done. The formulation of the problem in this research is how the process and outcomes of STAD type cooperative learning learning tools with a valid, practical, and effective posing problem approach. The purpose of this research is To produce STAD type cooperative learning tool with problem posing approach which valid, practical, and effective. This research is a development research that refers to four D models (Model 4-D). The development process in the first and second phases leads to learning tools (textbooks, learners' activity sheets, lesson plans, and mathematics learning appraisals), development in the third phase of validation and device testing. For the purposes of testing the device is done by following the syntax model of STAD cooperative learning model with problem posing approach. While the fourth phase of socialization to friends of teachers in schools in order to refine the device developed. The subjects of the study were students of SMA Negeri 2 Bantaeng class X1 as many as 34 people. The instruments used include device validation sheet, observation sheet instrument (learning device implementation, student activity, student response questionnaire to learning and mathematics learning appraisal). The instrument, excepting the test, is an instrument that has been used in previous research by Fitriani (2005) but has been modified as an adjustment to the geometric material in this study. The result of the research shows that learning tools developed include Learning Implementation Plan (RPP), Textbook Lesson, Student Activity Sheet, and Mathematics Learning Appraisal after validation and testing are valid, practical, effective and efficient. Used in mathematics learning. Analysis of the assessment of mathematics learning obtained the average score of 81.7 students and 88% of students have achieved the value of KKM in classical. Mathematics learning outcomes of pesetas increased significantly after being taught using STAD type cooperative learning tool with problem posing approach