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Penelitian ini bertujuan untuk menjelaskan kelayakan media e-book bangun datar dan menjelaskan apakah berpikir kritis siswa mengalami peningkatan sesudah belajar dengan media e-book bangun datar. Latar belakang diadakan penelitian ini karena tingkat berpikir kritis siswa rendah pada materi keliling bangun datar. Dalam penelitian ini menggunakan metode pengembangan model ADDIE. Analisis data yang digunakan adalah uji-t dan N-gain. Diperoleh persentase 90% dari orang yang kompeten di bidang materi, 91% dari orang yang kompeten di bidang bahasa, serta 92% dari orang yang kompeten di bidang media. Hasil uji kepraktisan dilihat dari hasil angket siswa diperoleh 92% artinya sangat praktis digunakan. Tingkat efektivitas berdasarkan posttest siswa secara individu dan klasikal mendapat nilai >71 termasuk dalam kategori tuntas, hal tersebut membuktikan media e-book bangun datar efektif digunakan. Berdasarkan hasil uji kelayakan media diketahui bahwa media e-book bangun datar layak dipakai dalam peningkatan kemampuan berpikir kritis. Hasil perhitungan menggunakan uji-t diperoleh rata-rata posttest sebesar 85,66 lebih tinggi dibandingkan nilai pretest sebesar 38,73. Hasil perhitungan menggunakan uji N-gain diketahui rata-ratanya sebesar 0,7 dalam rentang 0,3 ? g ? 0,7 dengan kriteria sedang. Berdasarkan hasil perhitungan uji-t dan N-gain bisa ditarik kesimpulan kemampuan berpikir kritis siswa meningkat secara signifikan sebelum dan sesudah menggunakan media e-book bangun datar dalam proses belajar mengajar.

This study aims to explore the definition, task characteristics, and themes in studies of CPS in mathematics. An SLR was conducted on articles from 2002-2022 using Scopus database. The thematic analysis identified five themes of studies: Technology, Discourse analysis, Social Skills, Mathematical thinking, and Students‘ achievement. Research gaps and potential future studies within each theme were explored.

This study aims to describe teachers' understanding of designing mathematical tasks to assess students' creative thinking abilities. The descriptive study involved 23 mathematics teachers in a city in East Java, Indonesia. The research Instrument is a task that reveals teachers' understanding of the notion of creative thinking, mathematics' problem of assessing students' creative thinking, some criteria to assess students' creative thinking, and examples of questions designed by the teacher. Data were analyzed descriptive-quantitatively and qualitatively with an iterative method consisting of data condensation, data display, and data verification. The study results indicate that teachers' understanding of creative thinking is still lacking, how to assess, and assessment criteria, their abilities still need to be improved

Penelitian ini bertujuan untuk mendeskripsikan literasi matematis siswa reflektif, impulsif dalam menyelesaikan masalah kontekstual berorientasi PISA menggunakan indikator merumuskan, menerapkan dan menafsirkan. Namun, hasil asesmen PISA berdasarkan data yang diperoleh dari OECD, peringkat nilai PISA Indonesia tahun 2018 menduduki lima terbawah. Hasil kajian literatur yang diperoleh menyatakan faktor yang menghambat berkembangnya literasi matematis siswa di Indonesia adalah kurangnya mengenal masalah non-rutin. Oleh karena itu siswa diperkenalkan pada masalah non rutin yang mengacu pada PISA melalui AKM. Penelitian pendekatan kualitatif ini, menggunakan instrumen matching familiar figure test untuk memperoleh data gaya kognitif, tes kemampuan matematika, tes literasi matematis dan wawancara yang telah divalidasi oleh tiga dosen pendidikan matematika. Dua siswa yang memiliki kemampuan matematika setara, memilliki gaya kognitif berbeda dan komunikasi yang baik menjadi subjek penelitian, data diperoleh dari matching familiar figure test dan tes kemampuan matematika. Subjek dari setiap gaya kognitif diberikan tes literasi matematis serta dilaksanakan wawancara untuk menggali informasi mengenai literasi matematis siswa. Hasil temuan penelitian menunjukkan bahwa siswa reflektif dapat memberikan jawaban dan penjelasan yang jelas mengenai pekerjaan yang diselesaikan, cenderung teliti, serta mengamati setiap komponen penting masalah dengan cermat, memenuhi semua indikator literasi matematis. Siswa impulsif memberikan jawaban dan penjelasan secara garis besar dari pekerjaan yang diselesaikan, cenderung tergesa-gesa dan kurang teliti, cenderung membaca cepat dan meninggalkan beberapa komponen penting dalam penyelesaian masalah, tidak dapat memenuhi indikator mengenali struktur matematika, memanipulasi bilangan dan persamaan aljabar.

Proses pembelajaran siswa kelas V di SD Negeri 2 Sedatigede, menunjukkan bahwa proses pembelajaran membutuhkan inovasi terutama pada bahan ajar agar lebih menarik serta dapat membantu siswa dalam memahami konsep materi. Penelitian ini bertujuan untuk mendeskripsikan hasil validitas perangkat pembelajaran, kepraktisan perangkat pembelajaran, dan keefektivan bahan ajar e-book berbasis pemecahan masalah (problem solving) dalam meningkatkan keterampilan pemahaman konsep Matematika siswa kelas V sekolah dasar. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan ADDIE dan uji coba perangkat menggunakan pre-test dan post-tes. Penelitian dilakukan pada tahun ajaran 2020/2021 dengan subjek penelitian berjumlah 20 siswa, dan teknik pengumpulan data digunakan yaitu validasi perangkat pembelajaran, tes dan angket. Hasil dari penelitian ini menunjukkan bahwa bahan ajar matematika berbasis pemecahan masalah (problem solving) memiliki kategori valid dengan nilai dari ahli materi sebesar 71,11% dengan kualifikasi baik dan ahli media sebesar 86,11% dengan kualifikasi sangat baik. Sedangkan keperaktisan perangkat pembelajaran mendapatkan skor 81,25% dengan kualifikasi sangat baik. Keefektifan perangkat pembelajaran dilihat dari hasil tes pemahaman konsep siswa pada posttest diperoleh hasil 18 siswa masuk kedalam kategori pemahaman konsep tinggi (90%) dan 2 siswa masuk kedalam kategori sedang (10%). Peningkatan dari pre-test ke post-tes diukur dengan t-test yang menunjukan hasil < 0,05 yang berarti ada peningkatan dan untuk kategori peningkatan pemahaman konsep diukur N-Gain yang berkategori sedang Pada intinya penggunaan bahan ajar e-book berbasis pemecahan masalah (problem solving) dapat meningkatakan pemahaman konsep siswa.

Tujuan penelitian ini ialah untuk mendeskripsikan proses berpikir kritis siswa field independent dan field dependent dalam mengajukan masalah matematika. Penelitian ini merupakan penelitian kualititatif dengan metode deskriptif. Teknik pengumpulan data menggunakan tes Group Embedded Figures Test (GEFT) untuk mengetahui kecenderungan gaya kognitif field independent dan field dependent siswa, Tes Kemampuan Matematika (TKM) serta lembar tes pengajuan masalah untuk mengetahui proses berpikir kritis siswa. Subjek ipenelitian iterdiri iatas idua iorang isiswa ikelas iVIII iA iSMP idengan gaya kognitif field independent dan field dependent serta keduanya mampu menyelesaikan dan mengajukan masalah. Hasil ipenelitian imenunjukkan ibahwa iproses iberpikir ikritis ikedua isubjek mengenai pemahaman relatif sama, namun subjek FD tidak mampu dalam membuat dugaan awal dalam menyusun rencana penyelesaian. Kedua subjek memiliki cara pemecahan dan pengajuan masalah yang berbeda, walaupun subjek FD kurang dalam memberikan alasan yang kuat terkait pemecahan dan pengajuan masalah. Subjek FI mampu memeriksa kembali jawaban pada pemecahan masalah serta mampu mengajukan dua masalah yang berbeda dengan jawaban yang benar. Kedua subjek mampu memeriksa kembali pada tahapan pengajuan masalah beserta penyelesaiannya, walaupun subjek FD tidak menuliskannya dalam lembar jawaban.

Penelitian ini bertujuan menghasilkan sebuah produk baru yaitu bahan ajar untuk mata kuliah statistika secara umum yang terintegrasi literasi statistis berbasis EPUB dengan kategori valid, praktis, dan efektif. Prosedur pengembangan bahan ajar menggunakan 5 tahapan ADDIE. Subjek uji coba dan implementasi melibatkan 2 universitas di Kalimantan Tengah yaitu 53 mahasiswa semester V Universitas Palangkaraya yang memprogram mata kuliah Analisis Data di Program Studi Pendidikan Matematika dan 41 mahasiswa V Universitas Muhammadiyah Palangkaraya yang memprogram mata kuliah Statistika Pendidikan di Program Studi PGSD. Analisis data dilakukan dengan mengkonversi total skor data secara kuantitatif. Berdasarkan hasil validasi dan uji coba serta implementasi bahan ajar memenuhi kriteria sangat valid dan praktis dengan rata-rata ahli media dan ahli materi yaitu 89,42%. Tahap implementasi menunjukan hasil penilaian dosen terhadap bahan ajar yang dikembangkan termasuk pada kategori sangat praktis dengan skor 82,9% dimana rata-rata hasil tes literasi statistis mahasiswa di Universitas Palangkaraya yang menggunakan EPUB mengalami kenaikan sebesar 31,2% sedangkan hasil implementasi di Universitas Muhammadiyah Palangkaraya mengalami kenaikan sebesar 13,8%.

Penalaran proporsional ialah segala sesuatu terkait dengan konsep rasio dan proporsi yang dibutuhkan dalam menyelesaikan masalah. Menyelesaikan masalah numerasi adalah aktivitas mencari penyelesaian soal dalam kehidupan sehari-hari yang melibatkan keterampilan mengaplikasikan konsep matematika. Gaya kognitif memicu proses berpikir siswa sehingga berpengaruh terhadap cara siswa dalam menyelesaikan masalah. Penelitian deskriptif dengan pendekatan kualitatif ini bertujuan untuk mendeskripsikan penalaran proporsional siswa bergaya kognitif sistematis dan intutitif dalam menyelesaikan masalah numerasi. Subjek penelitian berjumlah dua orang yaitu siswa yang memenuhi gaya kognitif sistematis dan intuitif. Pengumpulan data dilakukan dengan memberikan tes gaya kognititf (CSI), tes penalaran proporsional, dan wawancara. Analisis data yang dilakukan menggunakan trikotomi tanda Peirce yang mengaitkan tiga komponen utama yaitu tanda, objek, dan interpretasi sehingga menghasilkan sebuah makna. Hasil peneitian menunjukkan dalam memahami kovariasi siswa bergaya kognitif sistematis mengidentifikasi segala informasi sehingga dapat menentukan kuantitas dan jenis perbandingan sedangkan siswa bergaya kognitif intuitif mengidentifikasi sebagian informasi sehingga melewatkan informasi penting yang membuatnya salah dalam menentukan kuantitas dan jenis perbandingan. Keduanya mengenali situasi proporsional dengan menggunakan hubungan multiplikatif bukan aditif serta menggunakan strategi multiplikatif kali silang dalam menyelesaikan masalah. Siswa bergaya kognitif sistematis memiliki strategi multiplikatif lain yaitu faktor perubahan sedangkan siswa bergaya kognitif intuitif tidak. Oleh sebab itu, guru diharapkan dapat membiasakan siswa menggunakan berbagai strategi multiplikatif dalam menyelesaikan masalah numerasi yang megandung situasi proporsional.

Learning during the COVID-19 period is a concern in the world of education. This is because the learning system has changed from the previous one and it has not been used by both students and teachers. In response to this, it is necessary to conduct action research using the Kemmis and McTaggart models on online-onsite mathematics learning, namely boldly through online platforms and the request of students. The subjects of this study were seventh-grade junior high school students who found 27 people. In contrast, the object of this research is to increase students’ creative problem-solving skills and increase teacher activity and student behaviour. Through the instruments used in online-onsite based learning, the results show that there is an increase in the percentage of classical learning completeness in creative problem-solving abilities of students who pass the minimum KKM in the 1st cycle from the percentage of initial ability results but have not shown achievement. While the results of observations of student behaviour and teacher activities meet the criteria achieved. Therefore, it is continued to cycle II by correcting the weakness in cycle I. The implementation of cycle II shows that all performance indicators have been achieved. Through these results, of course, it is a consideration that in improving problem-solving skills, it is recommended to do online-onsite based learning, especially in mathematics.

The creative thinking ability is an individual’s capacity in combining logistical and divergent thinking in finding solutions to a problem to produce innovative new products. This study aims to analyze the level of creative thinking ability (LCT) of students with assimilating and converging learning styles in solving numeracy problems. The subjects of this qualitative research consisted of two grade VIII junior high school students who were selected using a purposive sampling technique, namely subjects who had assimilating and convergent learning styles. The research instrument consisted of a learning style questionnaire, a numeracy creative thinking ability test, and task-based interviews. The indicators used to assess creative products include fluency, flexibility, and novelty. Data analysis uses Pierce's triadic analysis or Peirce's semiotics which is the relationship between sign/representamen (which represents something else), object (which describes it), and interpretant (possible meaning or meaning made from it). The results showed that subjects with assimilating learning styles had creative thinking ability with LCT 3 (creative) because they met the indicators of fluency, flexibility and novelty. Meanwhile, students with convergent learning styles have the ability to think creatively with TKBK 2 (creative enough) because they meet the indicators of fluency and flexibility. Even though they did not meet the indicators of the results’s novelty, the students had reached the novelty of ideas. Therefore, teachers are expected to be stimulating students with members of questions related to the truth of the answers of students realizing the calculation they do so students can be more careful when solving the problem. Keywords: creative thinking ability, numeracy, assimilating and converging.

Self efficacy merupakan keyakinan seseorang mengenai kemampuannya untuk berhasil mencapai harapan tertentu dalam penyelesaian tugas dan tujuan. Siswa yang memiliki efikasi diri tinggi akan mampu mencapai tujuan tertentu. Tujuan penelitian ini adalah untuk mengeksplorasi efikasi diri siswa laki-laki etnik Bugis dalam menyelesaikan masalah matematika. Penelitian ini menggunakan masalah aljabar yang berbentuk kontekstual dari budaya etnik bugis. Data diperoleh dari 25 siswa kelas VII SMP Negeri 1 Mare, Kabupaten Bone, Sulawesi-Selatan, Indonesia, dipilih 1 siswa untuk diwawancarai berdasarkan etnik dan jenis kelamin. Kredibilitas data diperiksa melalui triagulasi waktu, pengecekan teman sejawat, dan kecukupan referensial. Selanjutnya, analisis data dilakukan melalui tahap reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi data. Efikasi diri siswa laki-laki yaitu memiliki keyakinan terhadap kemampuanya dapat menyelesaikan tugas matematika yang sulit; memiliki kekuatan keyakinan yang kuat, karena memiliki kesiapan, pengalaman yang mendukung disertai dengan komitmen untuk menyelesaikan tugas pemecahan masalah; dan memiliki keyakinan terhadap kemampuannya dalam menyelesaikan tugas pemecahan masalah matematika dengan konteks serupa ataupun berbeda. Selain itu, efikasi diri pada siswa laki-laki relevan dengan aspek budaya etnik bugis yaitu manyameng kininnawa, mappasitinaja, malempu, magetteng, macca, dan warani.

The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303>0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908>0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02

Penelitian ini bertujuan untuk mendeskripsikan berpikir kritis siswa SMP dengan kemampuan numerasi tinggi dan rendah dalam menyelesaikan soal numerasi. Jenis penelitian yaitu penelitian deskriptif kualitatif. Instrumen utamanya yaitu peneliti dan instrumen pendukung terdiri dari tes kemampuan matematika, tes berpikir kritis, dan wawancara tak terstruktur. Penelitian melibatkan 2 siswa kemampuan numerasi tinggi dan 2 siswa kemampuan numerasi rendah jenjang SMP kelas VIII A. Teknik analisis menggunakan konsep tanda Pierce. Berdasarkan hasil penelitian yaitu (1) siswa kemampuan numerasi tinggi memenuhi keseluruhan indikator berpikir kritis FRISCO. Pada aspek focus yaitu siswa mengidentifikasi informasi pada soal dan memberikan penjelasan sederhana, aspek reason yaitu siswa menuliskan langkah-langkah pengerjaan, menyelesaikannya, dan memberikan alasan yang relevan dalam setiap proses pengerjaan soal, aspek inference yaitu siswa menjelaskan dan menuliskan kesimpulan detail dan benar, aspek situation yaitu siswa memilah informasi yang penting atau tidak penting untuk dicantumkan dalam langkah-langkah penyelesaian, aspek clarifity yaitu siswa menjelaskan mengenai istilah atau simbol pada proses pengerjaan soal, aspek overview yaitu siswa memastikan kembali jawaban yang sudah ditulis dan (2) siswa kemampuan numerasi rendah tidak memenuhi keseluruhan indikator berpikir kritis FRISCO, siswa hanya memenuhi aspek focus. Pada aspek focus, siswa memahami masalah dari membaca soal, menulis apa yang diketahui dan ditanyakan pada soal. Kata Kunci: Berpikir kritis, soal numerasi, kemampuan numerasi Abstract This study aims to describe the critical thinking of junior high school students with high and low numeracy skills in solving numeracy problems. The type of research is descriptive qualitative research. The main instrument is the researcher and the supporting instruments consist of a mathematical ability test, a critical thinking test, and an unstructured interview. The study involved 2 students with high numeracy skills and 2 students with low numeracy abilities at the SMP class VIII A. The analysis technique used the concept of Pierce's sign. Based on the results of the study, namely (1) students with high numeracy abilities met all of the FRISCO critical thinking indicators. In the focus aspect, namely students identify information on questions and provide simple explanations, the reason aspect is that students write down the steps of work, complete them, and give relevant reasons in each process of working on the problem, the inference aspect, namely students explain and write detailed and correct conclusions, aspects situation, namely students sorting out important or unimportant information to be included in the completion steps, clarification aspect, namely students explaining terms or symbols in the process of working on questions, overview aspect, namely students confirming the answers that have been written, and (2) students with low numeracy skills. did not meet all of the FRISCO critical thinking indicators, students only met the focus aspect. In the focus aspect, students understand the problem from reading the question, writing what is known and asked in the question. Keywords: Critical thinking, numeracy, numeracy skills.

Penelitian ini bertujuan untuk mengembangkan media game android berbasis articulate storyline pada pembelajaran debit air untuk siswa kelas V SD. Penelitian pengembangan model DDDE ini melalui 4 tahap, yaitu Decide (memutuskan), Design (merancang), Develop (mengembangkan) dan Evaluate (mengevaluasi). Penelitian dikatakan layak apabila memenuhi kriteria valid, praktis dan efektif. Hasil validasi ahli media dan materi menunjukkan skor kelayakan media sebesar 4 (layak), kelayakan materi dan perangkat sebesar 5 (sangat layak). Skor aktifitas guru sebesar 5 (sangat baik), persentase aktivitas siswa sebesar 83,33%, dan hasil belajar secara klasikal diperoleh N-gain 0,71 dengan kategori tinggi dengan ketuntasan klasikal sebesar 86%. Hasil pretes-postes diuji normalitas dan uji-t dan didapat skor sig (2-tailed) < 0,05. Hal ini memperkuat bahwa ada peningkatan hasil belajar yang signifikan. Sehingga disimpulkan media game android berbasis articulate storyline valid, praktis dan efektif untuk meningkatkan hasil belajar siswa kelas V SD pada materi Debit Air. Media game android ini dapat dikembangkan untuk mata pelajaran tematik dengan soal yang lebih bervariasi.

Proses berpikir kreatif merupakan kegiatan seseorang ketika melakukan aktivitas berpikir yang menghasilkan suatu kreativitas dalam memecahkan masalah yang tahapannya meliputi mensintesis ide, membangun ide, merencanakan penerapan, dan menerapkan ide. Proses berpikir kreatif setiap individu dalam memecahkan masalah berbeda satu dengan lainnya dan dapat dilihat melalui adversity quotient (AQ) yang dimilikinya. Tujuan penelitian ini adalah mendeskripsikan proses berpikir kreatif siswa SMP dengan AQ quitter, camper, dan climber dalam memecahkan masalah numerasi. Penelitian deskriptif kualitatif ini mengambil tiga subjek yaitu siswa dengan katergoti AQ berbeda. Pengumpulan data dilakukan dengan memberikan angket ARP, tes pemecahan masalah numerasi, dan wawancara. Analisis data dilakukan menggunakan konsep tanda Pierce. Hasil penelitian menunjukkan pada tahap mensintesis ide subjek camper dan climber melakukan pemisahan informasi penting, pada tahap membangun ide subjek quitter dan climber mengaitkan konsep pengetahuan yang dimiliki, pada tahap merencanakan penerapan subjek camper dan climber membuat rancangan strategi berdasarkan informasi dan konsep pengetahuan yang dimiliki, pada tahap menerapkan ide subjek quitter mengambil keputusan menyerah, subjek camper memilih untuk menggunakan strategi lain yang dianggap lebih mudah, dan subjek climber memilih untuk menggunakan strategi yang telah ia rencanakan meski sulit. Melalui hasil penelitian, guru dapat menaikkan antusias siswa dengan memberikan motivasi khusus pada siswa sesuai dengan kategori AQ.

Penelitian ini bertujuan untuk mengetahui profil berpikir kreatif siswa berkemampuan (1) tinggi, (2) sedang, dan (3) rendah dalam mengajukan masalah matematika. Untuk mengetahui kemampuan matematika siswa, digunakan tes kemampuan matematika (TKM). Untuk mengetahui tingkat kemampuan berpikir kreatif siswa, digunakan tes pengajuan masalah (TPM). Hasil TPM 1 dan TPM 2 dianalisis menggunakan indikator berpikir kreatif, yaitu kefasihan, fleksibilitas, dan kebaruan. Kemudian dipilih siswa untuk diwawancara, yang mewakili setiap kemampuan matematika dan setiap tingkatan berpikir kreatif. Hasil TPM 1, TPM 2, dan wawancara dilakukan triangulasi untuk mengecek keabsahan data. Langkah selanjutnya adalah mendeskripsikan profil berpikir kreatif masing-masing subjek. Hasil analisis TKM terdapat 9 siswa yang berkemampuan tinggi, 7 siswa berkemampuan sedang, dan 9 siswa berkemampuan rendah. Hasil analisis TPM terdapat 28% siswa sangat kreatif, 16% kreatif, 48% kurang kreatif dan 8% tidak kreatif. Hal tersebut membuktikan bahwa profil berpikir kreatif siswa berkemampuan rendah hampir sama dengan siswa berkemampuan tinggi dan sedang, namun siswa berkemampuan rendah mengalami kesulitan memahami ilustrasi dan tugas dalam TPM, sehingga mereka harus membaca ulang.

Tujuan penelitian ini adalah mendeskripsikan kegiatan pemberdayaan guru matematika SMP dalam mengembangkan tugas numerasi siswa menggunakan konteks pandemi Covid-19 untuk pembelajaran matematika menggunakan google classroom. Penelitian deskriptif ini melibatkan 18 guru matematika SMP di kabupaten Nganjuk sebagai sasaran. Instrumen penelitian berupa tugas pembuatan soal, tugas mengembangan desain pembelajaran dalam google classroom, angket pemahaman guru tentang numerasi dan angket respon guru setelah pemberdayaan guru. Analisis data dilakukan secara deskriptif kuantitatif dan kualitatif dari semua data. Hasil penelitian menunjukkan kegiatan pemberdayaan guru dapat meningkatkan pemahaman guru dalam numerasi, keterampilan dalam membuat tugas numerasi dan melakukan penilaian.

This study aims to examine the effectiveness and the positive responses given by dyscalculia students and teachers toward a module oriented to Kudus’ local wisdom to improve the mathematical creative thinking ability of dyscalculia students. This research was conducted in Kudus Regency, Central Java, Indonesia with 75 fourth graders from eight different elementary schools as the subject of the study. The model used in the teaching materials development is the Dick & Carey model. The results showed that the local wisdom-oriented module which was developed according to the experts is excellent. In addition, the results of the Pre-test and Post-test showed that there is an increase in the mathematical creative thinking ability of dyscalculia students. Meanwhile, the results of interviews and questionnaires showed that teachers and dyscalculia students give positive responses to the use of modules oriented to Kudus’ local wisdom.

Kemampuan Komunikasi matematis merupakan sarana untuk menyampaikan ide, strategi dan solusi matematika untuk memecahkan masalah matematika baik tertulis maupun lisan. Pemecahan masalah kolaboratif (Collaboraive Problem Solving) adalah kerja sama antara dua individu atau lebih dengan kemampuan dan keterampilan setiap individu untuk menyelesaikan suatu masalah. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa melalui pemecahan masalah kolaboratif. Subjek penelitian ini yaitu 6 siswa kelas XI SMK yang dibagi menjadi 3 kelompok dimana setiap kelompok terdiri dari 2 siswa. Instrumen yang digunakan yaitu tes kemampuan komunikasi matematis dan wawancara. Peneliti akan menyeleksi data awal terkait kemampuan subjek berdasarkan nilai rapor matematika sehingga terpilih 6 siswa. Peneliti menggunakan nilai rata-rata rapor matematika karena melalui nilai rata-rata rapor matematika dapat dilihat prestasi belajar atau kemampuan siswa. Kemudian subjek yang terpilih akan melakukan tes komunikasi matematis tulis dan wawancara. Teknik analisis pada penelitian ini dibedakan atas tiga tahap, yaitu: reduksi data, penyajian data serta penarikan kesimpulan dan verifikasi. Skala tingkat kemampuan collaborative problem solving (CPS) dikelompokkan 4 tingkat yaitu tingkat 1 hingga 4 dimana setiap tingkat memiliki kriteria masing-masing. Hasil penelitian menunjukkan bahwa subjek kelompok 1 dengan tingkat collaborative problem solving berada pada tingkat 2 memiliki kemampuan komunikasi matematis yang tinggi, subjek kelompok 2 dengan tingkat collaborative problem solving berada pada tingkat 1 memiliki kemampuan komunikasi matematis yang sangat rendah, dan kelompok subjek 3 dengan tingkat collaborative problem solving berada pada tingkat 1 memiliki kemampuan komunikasi matematis yang rendah. Kemampuan komunikasi matematis siswa dapat ditingkatkan dengan penggunaan metode pembelajaran yang tepat seperti pembelajaran kooperatif. Kata Kunci: kemampuan komunikasi matematis, pemecahan masalah kolaboratif (collaborative problem solving).

The purpose of this quantitative research with correlational design is to determine whether there is independent learning with learning motivation in online-based mathematics learning. So, it can support the success of learning process. This study was conducted in the odd semester of the 2021/2022 Academic Year. All seventh-grade students of SMP Santo Yoseph Medan were used as the research population. While the samples of this study were all students of class VII-A who collected 30 people and all students of class VII-B who collected 31 people. In mathematics learning, all students are taught online through the Zoom cloud meeting platform, WhatsApp, and Google Classroom. Sampling was done by purposive sampling technique. The study instruments is a learning independence questionnaire and student learning motivation questionnaire. The results of the questionnaire were analyzed based on product moment correlation data. Data analysis of the research results showed sig. (2-tailed) < 0.05 so that there is a significant relationship between learning independence and students' learning motivation in online-based mathematics learning with a value of 0.433 including the category of moderate correlation.

Students are more likely to obtain correct solutions in solving derivative problems. Even though students can complete it correctly, they may not necessarily be able to explain the solution well. Cognition and communication by the students will greatly affect the subsequent learning process. The aim of this study is to describe students’ commognition of routine aspects in understanding derivative tasks for heterogeneous groups of cognitive styles-field dependent and independent. This qualitative study involved six third-semester mathematics education students in the city of Palu, Indonesia. We divided the subjects into two groups with field-independent (FI) and field-dependent (FD) cognitive styles. The first group consisted of two FI students and one FD student, and the second group consisted of two FD students and one FI student. Moreover, the subjects also have relatively the same mathematical ability and feminine gender. Data was collected through task-based observations, focused group discussions, and interviews. We conducted data analysis in 3 stages, namely data condensation, data display, and conclusion drawing-verification. The results showed that the subjects were more likely to use routine ritual discourse, namely flexibility on the exemplifying category, by whom the routine is performed on classifying and summarizing categories, applicability on inferring category, and closing conditional on explaining category. The result of ritual routine is a process-oriented routine through individualizing. This result implies that solving the questions is not only oriented towards the correct answers or only being able to answer, but also students need to explain it well.

Pembelajaran matematika di kelas masih banyak yang menekankan pemahaman siswa tanpa melibatkan kemampuan berpikir kreatif. maka pembinaan soal soal olimpiade perlu dilakukan oleh lembaga non formal. Salah satunya adalah Klinik Pendidikan MIPA (KPM) yang mengembangkan kelas khusus dan disebut siswa berbakat yang menitik beratkan pembelajaran matematika berupa soal-soal olimpiade yang menuntut siswa untuk berlatih mempergunakan nalarnya untuk berpikir kreatif. Subyek penelitian ini terdiri dari 38 siswa laki-laki dan siswi perempuan kelas 5 berbakat di KPM Cabang Surabaya. Adapun indikator berpikir kreatif yang digunakan adalah indikator kefasihan, indikator fleksibilitas, indikator kebaruan. Instrumen yang dipakai pada penelitian yakni : Tes evaluasi dan wawancara. Untuk mengetahui perbedaan kemampuan berpikir kreatif siswa laki-laki dan perempuan pada penelitian ini menggunakan Uji Mann Whitney, mendapatkan hasil bahwa Z hit= 6,375 > Z tabel= 1,96. Sehingga dapat disimpulkan bahwa Ho ditolak atau Terima H1. Kesimpulannya kemampuan berpikir kreatif siswa laki-laki berbeda dengan kemampuan berpikir kreatif siswi perempuan. Kemampuan berpikir kreatif siswa laki-laki dan perempuan dalam menyelesaikan masalah matematika terkait soal matematika olimpiade memperlihatkan bahwasannya siswa laki laki lebih banyak yang menyelesaikan dengan cara penyelesaian sama dengan yang dibuat pertama. Kemampuan berpikir kreatif siswa perempuan dalam menyelesaikan soal olimpiade rata rata sudah mampu menyelesaikan penyelesaian lebih dari satu cara. Untuk indikator kebaruan siswi perempuan sudah mampu menjawab jawaban lebih dari satu dan beragam. Tingkat kemampuan berpikir kreatif siswa perempuan lebih tinggi hal ini terlihat dari persentase 53,85% siswa perempuan pada tingkat berpikir kreatif. Sedangkan siswa laki-laki sebesar 16,67 % tingkat berpikir kreatif. Berdasarkan hasil wawancara, bahwasnnya memperlihatkan baik siswa perempuan maupun siswa laki-laki sama-sama menunjukkan bahwa sudah memiliki tingkat kemampuan berpikir kreatif yaitu sangat kreatif , kreatif dan kurang kreatif.

Komunikasi merupakan hal penting dalam pembelajaran. Salah satu cara untuk mengembangkan komunikasi matematika siswa yaitu melalui pengajuan masalah. Tujuan penelitian ini adalah mendeskripsikan kemampuan komunikasi matematika tulis siswa dalam mengajukan masalah matematika konteks pandemi Covid-19. Konteks Covid-19 dalam penelitian ini diaplikasikan dalam soal yang digunakan untuk tes pengajuan masalah. Penelitian ini merupakan jenis penelitian deskriptif kualitatif dengan dua subjek yang terpilih yaitu bisa mengajukan masalah dan menyelesikan masalah, bisa mengajukan masalah dan tidak bisa menyelesaikan masalah. Subjek mengerjakan Tes Pengajuan Masalah, kemudian hasil dianalisis berdasarkan indikator komunikasi matematika tulis siswa dalam mengajukan masalah matematika yaitu keakuratan, kelengkapan, dan kelancaran. Hasil penelitian ini didapatkan bahwa siswa yang bisa mengajukan dan meyelesaikan masalah memenuhi indikator keakuratan, kelengkapan, dan kelancaran karena siswa mampu menuliskan hal yang relevan dengan masalah, menuliskan informasi yang diperoleh secara lengkap, menuliskan langkah-langkah dan hasil dengan tepat, menyebutkan rumus dengan tepat serta tepat waktu dalam mengerjakan. Siswa yang bisa mengajukan dan tidak bisa menyelesaikan masalah memenuhi indikator kelancaran, tetapi tidak akurat dan tidak lengkap karena siswa mampu menuliskan hal yang relevan dengan masalah, tidak dapat menuliskan informasi yang diperoleh, menuliskan langkah-langkah perhitungan, tetapi hasil tidak tepat, tidak mampu menyebutkan rumus dengan tepat, tepat waktu dalam mengerjakan. Saran dari penelitian ini adalah guru mampu menemukan metode yang efektif untuk melatih kemampuan komunikasi tulis siswa. Kata Kunci: komunikasi matematika tulis, pengajuan masalah, pandemic covid-19

This study aims to describe the creative thinking abilities of students based on their level of creative thinking in solving math problems in the context of covid 19. Data collection was carried out by providing a test for solving mathematics problems in the context of Covid 19. Data analysis techniques were data reduction, data presentation, and conclusion drawing. Data analysis is to see how the student is solving problems with what ideas can be given. The research subjects were four students with different levels of creative thinking, then interviewed how the students completed these problems. The results showed that the subject at level 0 (not creative) only gave one answer and one way of solving the problem. Subjects with creative thinking level 1 (less creative), able to produce two different answers, and able to present data in two ways of presenting data, but only one is correct. Then the subject with level 2 (creative enough), can give one answer correctly and two ways of presenting the data correctly. While the subject with level 3 (creative) thinking can produce two different answers correctly and two ways of presenting data correctly.

This research aims to describe secondary-level students' thinking processes in terms of their attitude toward mathematics in constructing proof by mathematical induction. This qualitative research involved two students who were selected from 30 students of second grade of senior high school that categorized into two groups, namely the students who have a positive and negative attitude toward mathematics by using Attitude Toward Mathematics Inventory (ATMI) questionnaire. One student from each category was selected to be given a proving test and interviewed. Students’ process of proving test and interview recording were collected and analyzed to identify their thinking process. This research points out that both students who have positive and negative attitudes towards mathematics can recall the information in their memory regarding the characteristics and steps to prove using mathematical induction. However, the student who has negative attitudes towards mathematics tends to experience some difficulties in processing information, especially in the induction step, caused by panic, depression, and insecurity. The student who has a positive attitude towards mathematics also experiences some difficulties in the proving process, namely understanding what to prove and compiling the induction steps. However, she keeps trying and believes that she would be able to solve it. Hence, she can solve the proof completely.

Everyone’s perspective is different. Likewise, the student’s perspective on mathematics. It is undeniable that most childran claim that mathematics is difficult. Behind the statement, of course, there is a reason for the child. This is related to student responses when studying in mathematics class. One alternative to knowing student responses can be found by conducting research. Therefore, qualitative research is needed to analyze student responses. The application of learning using creatibe module comics based on a realistic mathematics approach has been implemented for all students of class VII-B at SMP Santo Yoseph Medan in the 2020/2021 Academic Year. In this study students’ responses to the application of learning were analyzed specifically for integer operation material. The learning is carried out online based on the creative realistic mathematics video comic module in the Google Classroom. The instrument used was a student response questionare which was presented via google form. Based on the results of data collection that has been done, it is concluded that the student’s responses are positive to learning using the creative module comic based on realistice mathematics approach. It is based on obtaining a high score on the average percentage of interest and benefits that students derive from implementation.

Pentingnya mengajarkan pemecahan masalah matematika kepada siswa dan ketersediaan soal kategori masalah yang terbatas mengakibatkan perlunya penguasaan kemampuan membuat masalah matematika oleh guru. Membuat masalah matematika yang benar-benar baru bukanlah sesuatu yang mudah untuk dilakukan. Namun, dengan mengubah masalah matematika yang sudah ada menjadi soal baru akan mempermudah pembuatan soal baru tersebut. Pelatihan ini bertujuan untuk melatih guru matematika SMP di Kab. Ponorogo dalam membuat masalah matematika baru dengan mendaur ulang masalah lama. Sehingga, guru matematika SMP di Kabupaten Ponorogo dapat memfasilitasi siswanya untuk belajar pemecahan masalah matematika. Pelatihan dilakukan dalam dua tahap yang dilakukan secara tatap muka (tahap 1) dan daring (tahap 2). Tahap (1) yaitu pemaparan materi dan workshop dan tahap (2) meliputi penugasan dan evaluasi. Oleh peserta pelatihan, pelatihan dinilai bermanfaat dan menambah pengetahuan guru mengenai pembuatan soal. Selain itu, pelatihan ini berhasil meningkatkan variasi masalah matematika yang dibuat peserta.

Penelitian ini bertujuan untuk mendeskripsikan tentang pemahaman literasi statistika mahasiswa semester IV Universitas Palangkaraya pada konteks covid-19 dengan Collaborative Problem Solving (CPS). Metode penelitian yang digunakan adalah kualitatif. Penjelasan tersebut didasarkan dengan hasil penelitian yang telah dilakukan dengan cara pemberian masalah literasi statistika yang didiskusikan secara berkelompok dan wawancara. Empat mahasiswa yang dipilih dari 38 mahasiswa sebagai subjek penelitian merupakan 2 kelompok yang mempunyai anggota dengan kemampuan matematika yang berbeda. Kelompok I terdiri dari subjek berkemampuan tinggi dan sedang, sedangkan kelompok II terdiri dari subjek berkemampuan sedang dan rendah. Hasil analisis menunjukkan bahwa pemahaman literasi statistika keempat subjek berkemampuan tinggi, sedang, maupun rendah belum mampu untuk mencapai indikator menentukan klaim peneliti, dan merumuskan H0 dan H1 secara tepat.

Berpikir kritis dan collaborative merupakan kemampuan yang penting di abad ke-21. Tujuan Penelitian ini untuk mendeskripsikan kemampuan berpikir kritis siswa dalam aktivitas collaborative problem solving. Pendekatan penelitian ini menggunakan penelitian deskriptif bersifat eksploratif. Subjek terdiri dari 2 kelompok siswa kelas IX SMP dengan satu kelompok terdiri dari dua siswa. Teknik pengumpulan data yang digunakan yaitu tes berpikir kritis dalam collaborative problem solving dan wawancara. Data yang diperoleh dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi data berdasarkan indikator berpikir kritis dalam collaborative problem solving. Hasil dari penelitian ini menunjukkan bahwa kemampuan berpikir kritis siswa dalam aktivitas collaborative problem solving terkait geometri terbagi menjadi kategori rendah dan tinggi. Pada kategori rendah tidak dapat melalukan proses collaborative problem solving dengan baik sehingga tidak mampu melalui tahapan interpretasi, analisis, evaluasi, dan inferensi dengan benar. Sedangkan pada kategori tinggi dapat melalukan proses collaborative problem solving dengan baik sehinggga dapat melalui semua tahapan interpretasi, analisis, evaluasi, dan inferensi dengan cukup baik. Keterampilan sosial terutama komunikasi yang digunakan dalam collaborative problem solving berjalan lancar. Selain itu terjadi proses saling memberikan ide dalam memecahkan masalah tersebut dan bekerja sama dalam menemukan solusi yang tepat dan logis.

This study aims to improve students' conceptual understanding and problem solving through the application of problem posing learning based on the hot potatoes application based on the problems of the fifth semester students of SDK Maria Fatima Bangkalan. This study uses a quantitative approach. Quantitative research is carried out by describing the data in the form of numbers, namely to determine whether there are any consequences of problem posing learning based on the hot potatoes application on concept understanding and problem solving. The subjects of this study were fifth grade students of Maria Fatima Catholic Elementary School, Bangkalan, Academic Year 2019 - 2020 with flat-building material. The results showed: (1) The effect of problem posing learning based on the hot potatoes application on students' understanding of mathematical concepts was higher with an average value of 85.83 than the control class. (2) The effect of problem posing learning based on hot potatoes application on problem solving has a higher average value than the control class, namely 88.68. (3) The effect of problem posing learning based on hot potatoes application can improve concept understanding and problem solving. Based on the results of data analysis, it can be concluded that problem posing learning based on hot potatoes application can improve the conceptual understanding and problem solving of elementary school students, but still requires adjustment to the situation and conditions at school

Pengajuan masalah merupakan salah satu cara untuk memberikan stimulus berpikir kreatif siswa dan mengetahui pemahaman siswa. Penelitian ini melaporkan studi kualitatif yang dimaksudkan untuk mendeskripsikan kualitas pengajuan masalah matematika siswa ber-IQ superior. Studi ini melibatkan dua siswa kelas akselerasi SMP; dua siswa itu diambil dari dua sekolah yang berbeda yaitu SMPN 3 Sidoarjo dan Amanatul Ummah. Pengambilan data dalam penelitian ini mengunakan tugas yang harus diselesaikan oleh siswa (TPMM) dan panduan wawancara berdasarkan hasil jawaban tertulis subjek. Pengajuan masalah dilakukan siswa yang ber-IQ superior karena IQ diatas rata-rata merupakan salah satu faktor penunjang kreativitas. Dengan adanya penelitian ini dapat mengetahui kualitas pengajuan masalah siswa ber-IQ superior. Untuk menguji kredibilitas data, peneliti melakukan triangulasi metode; yaitu peneliti melakukan wawancara untuk mengecek kebenaran dari data TPMM. Lalu peneliti melakukan survei untuk meningkatkan jumlah dan akurasi tanngapan siswa. Kemudian data yang valid dianalisis untuk memperoleh kesimpulan yang berupa kualitas pengajuan masalah matematika siswa ber-IQ superior. Berdasarkan hasil penelitian menunjukkan bahwa kualitas pengajuan masalah matematika pada siswa akselerasi tergolong dalam kategori sangat tinggi

The emerging of formal mathematical proof is an essential component in advanced undergraduate mathematics courses. Several colleges have transformed mathematics courses by facilitating undergraduate students to understand formal mathematical language and axiomatic structure. Nevertheless, college students face difficulties when they transition to proof construction in mathematics courses. Therefore, this descriptive-explorative study explores prospective teachers' mathematical proof in the second semester of their studies. There were 240 pre-service mathematics teachers at a state university in Surabaya, Indonesia, determined using the conventional method. Their responses were analyzed using a combination of Miyazaki and Moore methods. This method classified reasoning types (i.e., deductive and inductive) and types of difficulties experienced during the proving. The results conveyed that 62.5% of prospective teachers tended to prefer deductive reasoning, while the rest used inductive reasoning. Only 15.83% of the responses were identified as correct answers, while the other answers included errors on a proof construction. Another result portrayed that most prospective teachers (27.5%) experienced difficulties in using definitions for constructing proofs. This study suggested that the analytical framework of the Miyazaki-Moore method can be employed as a tool to help teachers identify students' proof reasoning types and difficulties in constructing the mathematical proof.

The purpose of this study was to describe the results of the development of problem solving-based mathematics learning tools to train the creativity of students on estimating the amount and difference of two fractions in grade IV SD Khadijah. The development of learning tools in this study uses the Thiagarajan 4D model which is modified into 3D, namely the define stage, the design stage, the development stage. Learning tools developed include RPP, LKPD, and TKPD. The instruments used were the learning device validation sheet, the teacher and student activity observation sheet, the student's creativity test, and the learning outcome assessment. After the data were analyzed descriptively, the results of the study were as follows: the average value of the RPP was 3.79, the validity value of the LKPD was 3.50, and the results of the TKPD validation could be used with minor revisions. So that the learning device is said to be valid. The teacher's activities in implementing problem-solving learning have been good because all the learning steps in the lesson plan have been carried out. The activities of students while participating in learning at meeting 1 and meeting 2 have increased. With an increase in the activity of students it means that students are active in participating in problem solving-based mathematics learning. The students' creativity test was given two tests, namely before and after problem-solving based learning. The results of the creativity tests of students before and after problem solving based learning were 37.8% and 57.9%. Thus, the creativity of students has increased significantly after using problem-solving based learning tools.

The ability to think critically is an important ability that elementary school students must have. The ability to think critically helps students make the right decisions about what to believe and what actions to take in the present or in the future. The ability to think critically can be developed by an open-ended approach to learning mathematics. The open-ended approach uses open-ended problems that have more than one correct answer and various ways of solving. Open-ended problem is expected to motivate students to find solutions independently so that in the process students' critical thinking ability will increase. This study aims to describe the process of developing mathematics learning tools using an open-ended approach for fourth-grade elementary school students to improve critical thinking ability. The learning tools development model consists of 3 phases, namely preliminary research (needs and context analysis, review of literature, development of a conceptual or theoretical framework for the study), prototyping phase (syllabus design, lesson plans, worksheets and expert validation) and assessment phase (limited trials). The trial in this study used a one-group pretest-posttest design with the research subjects of 19 fourth-grade students at Kedungdoro I/306 elementary school. The data collection technique used a device validation sheet, an observation sheet for the implementation of lesson plans and student activities, a student response questionnaire and a critical thinking ability test. The data obtained were analyzed using the average score which was converted according to the defined categories. The results show that the learning tools developed are valid based on the assessment of the two validators, practical based on the implementation of the lesson plan and student activities in the "very good" category, and effective based on the responses of students who are in the "strong" category and student's critical thinking ability that significantly increased with medium category based on paired sample t-test and N-Gain analysis.

This study aims to describe the process of developing and assessing the quality of mathematical creative thinking instruments for elementary school students assisted by Google Form. The method used is a 4-D model development research carried out through four stages, namely defining, designing, developing, and distributing. The subjects in this research were students of 6th grade Ketintang I /409 elementary school Surabaya, consisting of four classes (VI A, B, C, and D) of 115 students. Data collection is done through expert validation, teacher questionnaires, student response questionnaires, and assessment of students' creative thinking. The results of the research are the process of developing an instrument for evaluating the mathematical creative thinking of elementary school students assisted by Google Form carried out with a 4-D model consisting of 4 stages: the defining stage (initialfinal analysis, students, assignments, concepts, and formulation of learning objectives), the design stage (preparation of the evaluation grid and assessment criteria as well as the initial design of the assessment instruments), the development stage (expert validation and development trials), and the deployment stage. The quality of the product development of the development of an assessment instrument for mathematical creative thinking of elementary school students assisted by Google Form is valid with an average result of instrument format validation 85, content validation 100 and language validation 95. Very efficient (very practical) with an average efficiency result of 3.6 of maximal 4. Effective because the product produced can measure students' creative thinking abilities. Based on the analysis of creative thinking, the results of the assessment of creative thinking carried out can be used to measure the level of students' creative thinking abilities.

This study aims to describe the adaptive reasoning of students in solving beam mathematical problems with high, medium, and low mathematical solving abilities. The research location is at Siti Aminah Surabaya elementary school, with 24 students in grades VI-A and will take 3 students as research subjects. This study uses qualitative research, by conducting several stages, namely, preparation, implementation, and analysis. Data analysis techniques used observation methods, tests of ability to solve mathematical problems (TPMM), and interviews. The results showed students with high mathematical abilities students were able to collect data then identify the components of the building blocks, be able to provide evidence and explanations and verify what he had obtained. Students with mathematical abilities while students are able to understand the problem by reading repeatedly to be able to explain and verify their findings. Students with low mathematical abilities are able to understand after doing trial and error, understanding from many data sources. From the experience and data sources obtained by students, they are only able to understand the problems, construct and connect with objects around them, gather information, so they can provide an explanation of the concept and verify it.

Peneliti mengambil riset ini untuk mencari tahu tentang pengaruh penerapan pembelajaran model problembased learning pada kemampuan metakognitif dan pemecahan masalah dalam belajar, khususnya matapelajaran matematika. Penelitian ini menggunakan pendekatan kuantitatif dan metode eksperimen bentuktrue experiment. Sampel penelitian ini menggunakan teknik sampling purposive. Untuk menguji hipotesisyang dipaparkan pada awal penelitian, teknik pengolahan data untuk riset ini menerapkan uji-t. Dariruntutan aktivitas penelitian dan pengolahan data tersebut, diketahui bahwa hasil akhir nilai koefisien𝒕𝒉𝒊𝒕𝒖𝒏𝒈 > 𝒕𝒕𝒂𝒃𝒆𝒍. Sehingga berpedoman dari hasil data yang diperoleh, dapat disimpulkan bahwa modelproblem based learning berpengaruh pada kemampuan metakognitif. Hasil analisis data lainnya daripemecahan masalah dalam menyelesaikan persoalan matematika, diketahui hasil akhir nilai koefisien𝒕𝒉𝒊𝒖𝒕𝒏𝒈 > 𝒕𝒕𝒂𝒃𝒆𝒍. Dari hal tersebut dapat disimpulkan lagi bahwa model problem based learning jugaberpengaruh terhadap pemecahan masalah dalam menyelesaikan persoalan matematika.Kata Kunci: pembelajaran problem based learning, kemampuan metakognitif, pemecahan masalahmatemaika.

Refractive thinking is a person's mental activity in making a decision in solving a problem which is throughreflective and critical thinking. Differences in cognitive style in a person affects the differences in refractivethought processes. This is expected to be a liaison for educators to train students by providing variedproblems both using pictures and words. This qualitative research aims to describe the stages of refractivethinking of visualizer students and junior verbalizers in solving geometry problems. The method of collectingdata through written tests and interviews. Written tests were given to 57 students of 8th grade students ofstate junior high schools in Jombang. The research subjects consisted of one student with cognitive stylevisualizer and one student with verbalizer cognitive style with each subject having high mathematical ability.The results showed that at the identified of problem stage, visualizer students recognized and identified someof the information contained in the problems tended to be faster than verbalizer students. At the strategicstage, visualizer students used image information to found alternative solutions, while verbalizer studentsused formulas that have been obtained before. This showed that both the visualizer student and the verbalizerstudent have shown indications of refractive thinking. At the evaluation stage, the student visualizer andverbalizer explained the method used based on logical and appropriate arguments but in the different way

The problem posing ability is making new questions and answers from previous information. Post-solution is modifing a condition of problem solved to submit a new problem. Learning styles in this research is in the form of visual, auditory, and kinesthetic. This descriptive research examines the ability of students to post problem solutions based on differences in learning style involving 10 visual’s students, 12 auditory’s students, 9 kinesthetic’s students. Analysis of data in this research is the data reduction, data presentation, and drawing conclusions. Test material of the test is cubes. The results of the study show that ability problems of student with visual learning styles in the form of problems that can be solved is shown clear information, changing, varying, restating, and grouping in accordance with information about previous questions, direct and indirect answers are arranged in detail, language structure questions in the form of assignment and conditional propositions are shown clear commands, difficulty of easy and moderate difficulty levels in question answer. The ability to submit students’ problems in auditory learning styles in the form of problems that can be solved is shown clear information, changing, varying, and restating in accordance with information about previous questions, direct and indirect answers according to the systematic, assignment and conditional propositions according clear problem commands, easy and moderate difficulty levels on question answer. The ability to propose problems of kinesthetic learning styles of students in the form of questions can be solved by manipulating the conditions of the problem, changing, varying, and restarting by manipulating the previous problem, direct and indirect answers according to clear command, assignment and conditional propositions by manipulating the command of the questions , difficulties are easy and moderate arranged in detail.

Penelitian ini bertujuan (1) menghasilkan multimedia lectora inspire yang valid, praktis, dan efektif pada materi bangun ruang di kelas V sekolah dasar, (2) mendeskripsikan peningkatan kemampuan berpikir kritis dalam menyelesaikan soal cerita bangun ruang kelas V dengan menggunakan multimedia lectora inspire. Subjek penelitian ini adalah siswa kelas lima SDN Wonokusumo VI/45 Surabaya. Jenis penelitian ini adalah penelitian dan pengembangan (R&D) dengan menggunakan model DDDE yaitu decide, design, develop, dan evaluate. Multimedia lectora inspire telah melalui uji validasi dari aspek media mencapai persentase 82.50%. dengan kategori baik dan dari aspek materi mencapai persentase 80.64% dengan kategori baik. Media juga telah melalui uji kepraktisan yang mencapai kategori baik. Sedangkan berdasarkan tes berpikir kritis menunjukkan bahwa efektivitas pembelajaran multimedia efektif dalam meningkatkan berpikir kritis siswa. Hal ini didasarkan pada hasil implementasi bidang tes yang mengalami kemajuan sebesar 85% dan ketuntasan belajar klasikal sebesar 88.89% yang berarti pengaruh signifikan terhadap berpikir kritis pada pembelajaran siswa menggunakan multimedia lectora inspire.

This research explained the description of the beliefs of prospective teacher who had an adversity quotient type climber and the relationship between beliefs and mathematics teaching practices in the classroom. One student of climber prospective teacher who had taken an internship course and had good communication skill was willing to become a research subject. Semi-structured interview and observation of learning in class were used to obtain the research data. The data that had been obtained were coded, reduced, presented, triangulated to obtain credible data, and then conclusions were drawn. The results show that the climber math prospective teacher believes that mathematics is as something dynamic, namely the space of creation, human invention that develops continuously. Teaching mathematics is student-centered through problem providing or problem solving, and learning is as a construction of student’s active understanding to build knowledge. A more detailed explanation of beliefs description and the relationship with the mathematics teaching practice is described in this research.

Understanding is constructed or reconstructed by students actively. APOS theory (action, process, object, schema) is a theory that states that individuals construct or reconstruct a concept through four stages, namely: action, process, object, and scheme. APOS theory can be used to analyze understanding of a mathematical concept. This research is a qualitative research which aims to describe impulsive and reflective students’ understanding to linear equations system based on APOS theory. Data collection techniques were carried out by giving Matching Familiar Figure Test (MFFT) and concept understanding tests to 32 students of 8th grade in junior high school, then selected one subject with impulsive cognitive style and one subject with reflective cognitive style that can determine solutions set and solve story questions of linear equation system of two variables correctly, then the subjects were interviewed. The results show that there were differences between impulsive and reflective subjects at the stage of action in explaining the definition and giving non-examples of linear equation system of two variables, show the differences in initial scheme of two subjects. At the process stage, impulsive and reflective subjects determine solutions set of linear equation system of two variables. At the object stage, impulsive and reflective subjects determine characteristics of linear equation system of two variables. At the schema stage, impulsive and reflective subjects solve story questions of of linear equation system of two variables, show the final schematic similarity of two subjects.Keywords: understanding, APOS theory, linear equations system of two variables, impulsive cognitive style, reflective cognitive style.

Adaptive reasoning is a component of basic mathematical skills that needs to be developed for students so that they can use mathematical procedures effectively. This research is a qualitative research that aims to describe the adaptive reasoning profile of secondary students in the Social Sciences department in solving mathematical problems. Research subjects were three students that solving mathematical problems correctly, solving mathematical problems less correctly, and solving mathematical problems incorrectly. The method used to collect data was to provide mathematical problem-solving tests and interviews. Data were analyzed based on students' adaptive reasoning activities in their activities to solve mathematical problems seen from three main aspects of adaptive reasoning, namely reflecting, explaining, and justifying. The results show that student who solved mathematical problems correctly indicated adaptive reasoning abilities in every aspect; student who solved mathematical problems less incorrectly demonstrated adaptive reasoning abilities that almost met all indicator aspects, and student who solved mathematical problems incorrectly did not demonstrate adaptive reasoning abilities in every aspect. Keywords: adaptive reasoning, problem solving, social secondary students.

Penelitian ini dilakukan karena belum ada media pembelajaran yang digunakan pada kegiatan pembelajaran di sekolah khususnya materi pecahan, sumber belajar hanya menggunakan buku guru dan buku siswa, pembelajaran hanya menggunakan metode ceramah sehingga terkesan masih bersifat konvensional, guru hanya memfokuskan pada hasil belajar tanpa memperhatikan kemampuan berpikir kreatif siswa. Tujuan penelitian ini adalah menghasilkan media cerita bergambar yang layak dan mendeskripsikan kemampuan berpikir kreatif siswa setelah diterapkan pembelajaran menggunakan media cerita bergambar pada materi pecahan kelas II SD. Penelitian ini merupakan jenis penelitian pengembangan berdasarkan tahapan-tahapan model ADDIE meliputi analyze, design, develop, implement, dan evaluate. Subjek penelitian pada tahap uji coba terdiri atas 20 siswa dan tahap implementasi terdiri atas 27 siswa di SDN Lontar II Surabaya tahun pelajaran 2019/2020. Penelitian ini menghasilkan media cerita bergambar yang layak yaitu memenuhi kriteria kevalidan, kepraktisan, dan keefektifan. Kemampuan berpikir kreatif siswa pada tahap uji coba mengalami kemajuan sebesar 80% dan ketuntasan belajar klasikal sebesar 85%, sedangkan pada tahap implementasi kemampuan berpikir kreatif mengalami kemajuan sebesar 85% dan ketuntasan belajar klasikal sebesar 88,89%. Dengan demikian, media cerita bergambar ini dapat digunakan sebagai alternatif media pembelajaran untuk melatih kemampuan berpikir kreatif siswa pada materi pecahan.

Creative thinking is an activity mental that connects one ide to another idea to find various solutions or new ideas in solving problems. The product of creative thinking is creativity. Mathematics anxiety is a condition experienced by students in the form of feelings of fear and anxiety when faced with mathematical problems. There is a strong negative correlation between creative thinking and mathematics anxiety. This research aims to describe the profile of students’ creativity in solving problems based on mathematics anxiety. This type of research is a qualitative descriptive study. Data analysis in this research consisted of reducing questionnaire and test result data, data display, and conclusion drawing. The topic used for the test is a number pattern. The subjects of this research consisted of one student with the highest level of creative thinking ability at each level of mathematics anxiety. The results showed that there were differences in creativity between students with high and low mathematics anxiety. Students with high mathematics anxiety can only show fluency, while students with low mathematics anxiety can show the all components of creativity consisted of fluency, novelty, and flexibility.

The development of reflective thinking has been a highlight and important in the education of prospective mathematics teachers. It provides them with the opportunities to take a conscious and logical decision on the complex problems they faced. The quality of the problem solving and reflective thinking will differ between one student and another due to their characteristics. This study presents a description of reflective thinking skills of prospective teachers in solving mathematical problems based on the difference in cognitive style. The instruments used in this study consist of (1) GEFT cognitive-style test, (2) a mathematical problem solving task which is a non-routine and open-ended (3) the interview guidelines based on the reflective thinking component. By choosing analysis of qualitative approaches, the data of interviews that are in the form of interview's transcript based on mathematical problem solving results are gathered from two students of prospective mathematics teachers as research participants. One prospective teacher use cognitive field independent style (PTFI) and field dependent style (PTFD). Research findings show that PTFD tends to use the experience to be implemented in mathematical problem solving but PTFD cannot utilize the new information contained, so that PTFD has a reflective-dynamic characteristic. While PTFI tends to use the experience to utilize the new information contained in the problem in order to construct the problem solving strategy so that PTFI has reflective-generative characteristic. It is indicated that there are differences in the characteristics of reflective thinking process among prospective teachers based on difference of cognitive style.

Tujuan dari penelitian deskriptif kualitatif ini adalah untuk mendeskripsikan kompetensi strategis siswa dengan kecemasan matematika tinggi dan rendah dalam menyelesaikan persoalan program linier. Subjek pada penelitian ini adalah satu siswa dengan kecemasan matematika rendah (S1) dan satu siswa dengan kecemasan matematika tinggi (S2). Instrumen utama adalah peneliti sendiri, didukung oleh instrumen tes dan pedoman wawancara. Data hasil tes dan wawancara dianalisis menggunakan langkah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa, Kedua subjek memformulasikan soal dengan menuliskan informasi – informasi penting dan mengaitkan informasi-informasi dengan pengetahuan sebelumnya. Kedua subjek merepresentasikan persoalan dengan menggunakan kata-kata dalam memformulasikan soal. S1 merepresentasikan persoalan menggunakan model matematika, persamaan, grafik, dan kata-kata dalam menyelesaikan persoalan sedangkan S2 merepresentasikan persoalan menggunakan model matematika, persamaan, grafik, dan kata-kata dalam menyelesaikan persoalan. Kedua subjek menyelesaikan soal dengan merencanakan penyelesaian dan melaksanakan rencana penyelesaian. S1 dapat menentukan dan memilih solusi yang benar dari persoalan. Sedangkan S2 mengalami kesulitan dalam memodelkan soal sehingga subjek memodelkan soal dengan cara menerka meskipun subjek salah dalam memodelkan soal. Akhirnya, langkah pengerjaan selanjutnya juga salah dan S2 tidak menemukan solusi yang benar.

[English]: Self-regulated learning and learning styles are two of the various factors which contribute to students' achievement in learning at each level of education, including mathematics teacher education. This study examined the self-regulated learning of prospective mathematics teachers (PMT) with different learning styles (visual, auditory, kinesthetic). It involved 66 PMTs who enrolled on a linear program course in the 4th semester. Data were collected through a questionnaire, a test, and a semi-structured interview. The test was used to select PMTs who have high mathematics ability as the subjects. They were provided with the questionnaire to examine their fulfilment of cognition, motivation, behaviour, and context in the four stages of self-regulated learning. The interview was administered to confirm and thoroughly explore subjects' responses in the questionnaire. The results of the questionnaire and interview were qualitatively analyzed. This study found that PMT with different learning styles fulfils four aspects of self-regulated learning in the stage of (1) planning, forethought, and activation, (2) monitoring, (3) control, and (4) reaction and reflection in different extent, preference, and strategies. The differences are possibly affected by their different learning styles. Keywords: Self-regulated learning, Learning styles, Prospective mathematics teachers [Bahasa]: Kemandirian belajar dan gaya belajar merupakan dua dari banyak faktor yang mempengaruhi capaian siswa dalam pembelajaran di setiap level pendidikan termasuk pendidikan guru matematika. Penelitian ini bertujuan menganalis kemandirian belajar mahasiswa calon guru matematika yang memiliki gaya belajar berbeda (visual, audio dan kinestetik). Penelitian melibatkan 66 mahasiswa pendidikan matematika semester 4 yang sedang mengambil kuliah program linier. Pengumpulan data dilakukan dengan tes kemampuan matematika, angket kemandirian belajar, dan wawancara semi struktur. Tes digunakan untuk memilih calon guru yang memiliki kemampuan matematika tinggi sebagai subjek. Subjek terpilih diberikan angket untuk mengetahui tingkat capaian kognisi, motivasi, perilaku dan konteks dalam empat tahap kemandirian belajar. Wawancara dilakukan untuk mengonfirmasi dan memperdalam pilihan subjek pada angket. Data hasil angket dan wawancara dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika dengan gaya belajar berbeda memenuhi empat aspek kemandirian belajar pada tahap (1) perencanaan, pemikiran, dan aktivasi, (2) pengawasan, (3) kontrol, dan (4) reaksi dan refleksi dalam tingkatan, pilihan, dan strategi yang berbeda. Perbedaan tersebut kemungkinan dipengaruhi oleh kecenderungan gaya belajar yang dimiliki calon guru. Kata kunci: Kemandirian belajar, Gaya belajar, Calon guru matematika

This literature study research examined relevant theories about KMK and problem solving to discuss how KMK could help people when trying to solve problems, especially mathematical problems. Methods of data collection through literature study. The data obtained was compiled, analyzed in depth and concluded. The results showed that KMK played a role in maintaining and retrieving information in LTM. KMK could impact on successful problem solving namely supporting more effective problem solving by activating the retrieval and using of relevant information to the domain. KMK helped narrow the search space for appropriate solutions and could help problem solvers focused on problems and experiences that were lacking in the interruption of irrelevant information. KMK resources contributed to the development of domain related knowledge